GRADE 10 School PEDRO GUEVARA MEMORIAL NATIONAL HIGH SCHOOL Grade Level 10

DAILY LESSON LOG Teacher LOWIE D. GACETA Learning Area MATHEMATICS

Teaching Date and Time AUGUST 29 - SEPTEMBER 1, 2023 Quarter FIRST

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES 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 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 Standard The learner demonstrates understanding of key concepts of sequences, polynomials, and polynomial equations.
B. Performance Standard The learner is able to formulate and solve problems involving sequences, polynomials and polynomial equations in different disciplines through appropriate and accurate
representations.
C. Learning Competencies M10AL-Ia-1 M10AL-Ia-1 M10AL-Ia-1
Generates patterns. Generates patterns. Generates patterns.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
HOLIDAY ORIENTATION - Pre-Assessment - Identifies and differentiates - Describe an arithmetic
- Generate and describes finite and infinite sequence. sequence by giving the formula
patterns using symbols and - Find the next few terms given for the nth term
mathematical expressions. the nth term. - Find the formula for the general
- Find the next few terms of a term given some terms of the
sequence. sequence.

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials
as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages Teacher’s Guide (TG) in Teacher’s Guide (TG) in Teacher’s Guide (TG) in
Mathematics 10, pp. 14 - 15 Mathematics 10, pp. 15 Mathematics 10, pp. 15
2. Learner’s Materials pages Learner’s Module (LM) in Math 10, Mathematics Learner’s Materials Mathematics Learner’s Materials
pp. 9 - 10 Pages 9 - 11 Pages 9 - 11
3. Textbook pages e-Math Worktext in Math by •e-Math Worktext in Mathematics •e-Math Worktext in Mathematics
Orlando Oronce and Marilyn O. by Orlando Oronce and Marilyn O. by Orlando Oronce and Marilyn O.
Mendoza, pp. 1 – 3 Mendoza, pp. 6 - 8 Mendoza, pp. 6 - 8
•Intermediate Algebra by Soledad •Intermediate Algebra by Soledad
Jose-Dilao, Ed.D. and Juliet G. Jose-Dilao, Ed.D. and Juliet G.
Bernabe, pp.169 – 170 Bernabe, pp.169 – 170
4. Additional Materials from
Learning Resource(LR) portal
B. Other Learning Resources Teacher-Made Test
IV. PROCEDURES These steps should be done 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 things, practice their learning, question their learning processes,
and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the allotment for each step.
A. Review previous lesson or Morning Routine ACTIVITY: Guess My Rule Note to the Teacher: Note to the Teacher:
presenting the new lesson -Prayer Review the past lesson.
-Greetings Note to the Teacher: Review the past lesson.
 -Checking of Attendance  The teacher will show strips Ask: What is a sequence? Ask: What was our lesson
with four or five numbers yesterday?
written in a sequence.
Example: (Expected answer: finite sequence
a. 1, 3, 5, 7, …… and infinite sequence and finding the
b. 1, 4, 7, 10, ……
terms of the given nth term.)
 The teacher may ask the
students what number comes
Differentiate finite sequence from
next. Usually a student will
correctly guess. infinite sequence.

Example: (Expected answer: finite sequence is

a. 1, 3, 5, 7, …… a sequence with limit while infinite
(expected answer: 9) sequence is a sequence without
b. 1, 4, 7, 10, ….. limit.)
(expected answer: 13)

 Ask for the next number in the

sequence of example a. Ask the
student who answered how she
or he knew that was correct.
Students will offer explanations
such as “You’re skipping a
number every time”. If they
don’t bring it up themselves,
point out that these are odd
numbers
 Do the same for Example B.
 Ask the students to explain the
pattern.

B. Establishing a purpose for the Meet and Greet Note: Note To The Teacher: In the past lesson, some terms of a
lesson The teacher will introduce The teacher may state this: sequence were found after being
himself/herself to the class and also Ask: What is your idea about finite given the general term. In this
students will introduce themselves It is a common experience to be set and infinite set? lesson, the reverse is done. That is,
one by one. Let them be enthusiastic confronted with a set of numbers (Expected answer: Finite set is a given some terms of the sequence,
to be comfortable and familiar with arranged in some order. The order sequence with limit and an infinite try to find the formula for the
new environment. and arrangement may be given to set is a sequence without limit.) general term.
you or you have to discover a rule
for it from some data. Ask the students to give examples of
finite set and infinite set. (Answers
For example, the milkman comes may vary)
every other day. He came on July
17; will he come on Aug 12?
Consider that you are given the set
of dates: 17, 19, 21, …
 arranged from left to right in the
order of increasing time. Continuing
the set, we have

July 17, 19, 21, …, 29, 31, August 2,

4, ….,28, 30…

so that the answer to our question

is yes.

Any such ordered

arrangement of a set of numbers is
called a SEQUENCE.
C. Presenting examples/instances of Ask the students what are the ACTIVITY: What’s Next Illustrative Examples: Illustrative Examples:
the new lesson expectations they are thinking as a Finite Set: Examples:
grade 10 students. Each item below shows a
pattern. Answer the given A. 1, 2, 3, 4, 5 1. Find a formula for the nth
questions. term of the sequence 2, 8, 18, 32,…
B. ½, , , ,
1. What is the next shape? Solution:
(expected answer: ) Infinite Set:
, , , , , Solving a problem like this
_______ A. 3, 6, 9, 12, 15, … 3n, …, involve some guessing. Looking
where n is a positive over the first 4 terms, see that
2. What is the next number? counting number each is twice a perfect square:
(expected answer: 20) B. 2, 6, 12, 20, …, n(n + 1), …,
What is the 10th number? where n is a positive
2 = 2(1)
(expected answer: 36) counting number
0, 4, 8, 12, 16, ____ nth Term:
8 = 2(4)
3. What is the next number? A. Write the first four terms
(expected answer: -16) 18 = 2(9)
of the sequence
What is the 8th number?
(expected answer: -26) = n + 1. 32 = 2(16)
9, 4, -1, -6, -11, ______ (Solution: Substitute the natural
numbers from 1 to 4 for n one after By writing each sequence
the other.) with an exponent of 2, the
The set of shapes and the sets of formula for the nth term
numbers in the above activity are becomes obvious:
=1+1=2 =3+1=4
called sequences.
a1 = 2 = 2(1)²
A sequence maybe generated from =2+1=3 =4+1=5
shapes, patterns, or rules. Each a2 = 8 = 2(2)²
number in sequence is called a term.
The first four terms of the a3 = 18 = 2(3)²
Each term is identified by its position
sequence are 2, 3, 4, 5.
in the ordered list. The terms are
usually denoted by a1, a2, a3,…, an B. What is the tenth term of
 the sequence = n + 1? a4 = 32 = 2(4)²

Solution: =n+1 an = 2(n)² = 2n²

= 10 + 1 The general term of the

= 11 sequence 2, 8, 18, 32,…. is an =
2n²

D. Discussing new concepts and Discuss the following suggested Discussion: Discussion: Find the nth term of a sequence
practicing new skills #1 topics. Look at this example. Lorna, a 2nd A finite sequence is a sequence whose first several terms are given
year student in a certain public which has a first term and a last
School rules
school, is able to save the money term. An infinite sequence is a
Classroom rules , , , ,..
Class schedules her ninongs and ninangs gave her sequence which has a first term but
Grading system in Math last Christmas. She then deposits no last term. Subscripts are used to
Subject rules (condition as subject her savings of P1,000 in an account designate the ordinal of a term. It is Solution:
teacher) that earns 10% simple interest. The customary to use , , , …,
1. Notice that the
total amount of interest she earned
to designate a sequence of n terms numerators of these
in each of the first 4 years of her
where n is a positive integer. fractions are the odd
saving is shown below: numbers and the
For Oral Participation
Year denominators are the
Determine if the sequence is
even numbers. Even
1 2 3 4 finite or infinite. numbers are in the form
usually written in the form
Total amount 1.2, 4, 6, 8, ... ________________ 2n, and odd numbers are
2.5, 10, 15, 20 ________________ written in the form 2n – 1
10 20 30 40 (an odd number differs
3.1, , , ________________
form an even number by
The list of numbers 10, 20, 30, 40 is 4.2, 4, 6, 8 ________________ 1). So, a sequence that has
called a sequence. The list 5.1, 2, 3, ... ________________ these numbers for its first
6.1, 4, 9, ... ________________ four terms is given by an =
10,20,30,40 is ordered because the
position in this list indicates the year .
(Expected answers: 1. Infinite, 2.
in which that total amount of
Finite, 3. Finite, 4. Finite, 5. Infinite,
interest is earned.
6. Infinite)
Now, each of the numbers of
a sequence is called a term
of the sequence. The first
term in the sequence 10,
20, 30, 40 is 10, the
second term is 20, while
the third term is 30 and
the fourth term is 40. It is
also good to point out that
the preceding term of a
 given term is the term
immediately before that
given term. For example,
in the given sequence 20 is
the term that precedes 30.
E. Discussing new concepts and Election of Officers Note: The teacher may discuss Since a sequence is an ordered Find the nth term of a sequence
practicing new skills #2 President: about sequence. (Please refer to collection of natural numbers, it can whose first several terms are given
V.President: attachment: discussion) be described by a rule.
Secretary: -2, 4, -8, 16, -32,…
Treasurer: Ask the students to answer the Example 1:
Auditor: Solution:
following in pairs. Write the first four terms of the
PIO:
Protocol Officer: These numbers
DIRECTION: Find the next two terms sequence = where n is a
of each sequence. are powers of 2 and they
natural number. alternate in sign, so a
1.4, 7, 10, 13, … (expected answer: sequence that agrees with
16, 19) these terms is given by an
(Solution: = = =
2.15, 7, -1, -9, … (expected answer: - = (-1)n 2n.
17, -25)
3.7, 14, 28, 56, …. (expected answer:
112, 224) =
Note: Finding the nth term of a
4.24, -12, 6, -3, …. (expected answer:
sequence from the 1st few terms is
, ) not always automatic. That
= = =
is, it sometimes takes a while to
recognize the pattern. Don’t be
afraid to guess the formula for the
=
general term. Many times an
incorrect guess leads to the correct
The first four terms of the
formula.

sequence are , , , and

Example 2:
Find the 13th and 100th terms of
the sequence whose general term is
given by

an =

Solution:

For the 13th term, replace n with 13

and for the 100th term, replace n w/
 100:

13th term = a13 =

100th term = a100 = =

F. Developing mastery TRIVIA!!! Activity: Individual or Group Activity: Term after Term Try this out
- Luz Oliveros-Belardo Activity (Can be individual or by pair)
- Primitive Form of A. Write the formula for the nth
Numbers Find the next term in each A. Find the first five terms of term of the sequence:
sequence. the sequence given the
nth term. 1.The sequence of the natural
1. 1 numbers.
7, 22, 27, 32, … 2.The sequence of the negative even
integers.
2. 1. = (-2)2n – 1 3.The sequence of the odd natural
numbers.
…
4.The sequence of the negative odd
2. =n- numbers.
3. 5, 5.The sequence of the multiples of
10, 20, 40,… 7.

4. 3, B. Find the indicated term of B. Determine the general term for

-3, 3, -3,… the sequence whose nth each of the following sequences:
term is given by the
formula 1. 2, 3, 4, 5,…
2. 3, 6, 9, 12,…
4. an = 3n + 4 a12 3. 4, 8, 12, 16, 20,…
5. an = (-1) n - 1 (n - 1) a25 4. 3, 4, 5, ,…
5. 7, 10, 13, 16,…
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and Guide Questions for Generalization: Note To The Teacher: The Teacher may opt to ask the
abstractions about the lesson Emphasize this: students on how to find the general
•How do you find the next few A sequence is a succession of term of a sequence. Students may
terms of a sequence? numbers. Each number is called a answer it orally.)
(Given at least the first 3 terms of a term. Subscript are used to
sequence, you can easily find the designate the ordinal of a term. It is
next term in that sequence by customary to use a1, a2, a3, …, an to Some pointers on how to find the
simply discovering a pattern as to designate a sequence of n terms. general term of a sequence is given
how the 3rd term is derived from To avoid any misunderstanding below.
 the 2nd term, and the 2nd from the about ordering, the nth term (an) of
1st term. You will find that either a a sequence is designated by an Pointers on How to Find the General
constant number is added or algebraic formula. The subscript n is Term of a Sequence
subtracted or multiplied or divided understood to start from 1, then 2,
to get the next term or a certain then 3, and so on, unless otherwise 1.Study each term of the sequence
series of operations is performed to stated. as it compares to its term number.
get the next term. This may seem Then answer the following
hard at first but with practice and questions:
patience in getting them, you will
find that it’s very exciting.) a.Is it a multiple of the term
number?
b.Is it a multiple of the square or
cube of the term number? If each
term is a multiple of the term
number, there will be a common
number.

I. Evaluating learning Note: (Can be oral or written) Find the general term, an, for the
given terms of the sequence.

1. 3, 7, 11, 15,…
A. Write the 1st 4 terms of
the sequence whose nth
term is given by the 2.
formula.
1. an = 3n - 1
3. 0, -4, -8, -12,…
3. an =

2. an = 1 - 2n

4. an = n –

B. Find the indicated term of

the sequence whose nth term is
given by the formula.

5. an = (n + 2)(n + 3)
a17

6. an = (n + 4)(n + 1)
 a7

7. an =

a6

J. Additional activities for application Please See Attachments for Please See Attachments for
or remediation supplementary activities supplementary activities
TRY THIS OUT TRY THIS OUT
V. REMARKS 10 - L. Belardo 10 - L. Belardo 10 - L. Belardo
10 - P. Campos 10 - P. Campos 10 - P. Campos
10 - C. Velasquez 10 - C. Velasquez 10 - C. Velasquez
10 - Mencius 10 - Mencius 10 - Mencius
10 - Confucius 10 - Confucius 10 - Confucius

VI. REFLECTION Reflect on your teaching and asses yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help
your 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 formative assessment.
B. No. of learners who require
additional activities for remediation.
C. Did the remedial lessons 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 innovations or localized
materials did I use /discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted by:

LOWIE D. GACETA BEATRIZ O. CRUZ ANA LIZA D. DELA CRUZ

Teacher III Master Teacher II Head Teacher VI, Math Dept