Republic of the Philippines

Department of Education
CARAGA REGION
DIVISION OF AGUSAN
DEL NORTE

A DETAILED LESSON PLAN IN MATHEMATICS 10

I. OBJECTIVES
A. Content Standard: The learner demonstrates understanding of key concepts of
arithmetic sequence.
B. Performance Standard: The learner is able to investigate and solved problems
involving arithmetic sequence using appropriate representations and solutions.
C. Learning Competencies. The learner determines the nth term of the given arithmetic
sequence. (M10AL-Ib-c-1)

At the end of the lesson, the students must have:

1. defined arithmetic sequence;
2. performed problem solving activities involving arithmetic sequence;
3. realized the importance and application of arithmetic sequence in real life setting.

II. SUBJECT MATTER

A. Topic: Patterns in Sequences: Arithmetic Sequence
B. Materials: Laptop, Presentation Slides, LCD Monitor/Projector, Cartolina, Board, Pen
or Chalk
C. References: Mathematics Learner’s Material Unit 1 (pp. 9 – 25)
D. Values Focus: Environmental Awareness
E. Duration: 1 hr.

III. METHODLOGY/PROCEDURE
Teacher’s Activity Learner’s Activity
A. Preparatory Activity
I. Daily Routine

Good morning class! Good morning sir! We’re

How are you today? doing great sir.

It’s good to hear that. Are you excited for today’s Yes sir!
lesson?

All right! Before we begin with our discussion, (A student will lead the prayer.)
may I request everyone to please stand for a
short prayer.

You may now take your seats.

Is everyone here today? Yes sir.

Impressive.
Before we dive into today's lesson, I'd like to
discuss a few important rules that will help us
create a focused and respectful classroom
environment. Let's start with:

1. Listen to your teacher.

2. Be respectful.
3. Raise your hand to speak.
4. Active participation

Is that clear, class? Yes sir!

II. Review/Apperception Last meeting, we talked about sequences.

Now, as a short recap from our previous lesson, Sequences is a function whose domain is
who can give a short overview of the concepts either a finite or infinite set.
we’ve discussed?

Very Good!

Let us see how much you have learned from our

previous discussion by this activity.
We’re ready sir!
Are you ready?

Activity: Sequence or Not

Direction: Determine whether the following
given is a sequence or not.
1. 2, 4, 6, 8, 10 Sequence
2. AA, CC, EE, GG Sequence
3. 20, 50, 55, 30, 105 Not
4. BCD, HIJ, NOP, TUV Sequence
5. 123, 566, 365, 957, 487 Not
6. TF,FT,TFT,FTF,TFTF Sequence
7. a, e, i, o, u Not
8. 101, 201, 304, 501 Not
9. cba, fed, ihg Sequence
10. 78, 80, 82, 84, 86 Sequence

Good job class! It seems that you have really

mastered our previous lesson.
B. Motivation
Since you’ve been doing great in all the
activities in our previous lesson, I think it would
be better to introduce our new lesson with a new
activity that I’m sure you would enjoy.

Is everyone excited? Yes sir!

Activity: Complete the Incomplete

Direction: Look, investigate and find the missing Expected Answers:
term of each sequence.

1.

2.

3.

4.

5.

Well done class!

C. Presentation of Topic and Objectives
A sequence refers to a set of objects that
Previously we define sequence as a function
are arranged together to form a pattern.
whose domain is either a finite or an infinite set.
Based from our activity, what would be a simpler
definition of a sequence?

Very well said.

Actually, our activity does not simply depict

pattern or a sequence. One of the items is a
particular example of an arithmetic sequence.
Some say Yes, and some did not
Has anyone heard about this type of sequence?

Among the five (5) items in the activity the best

example that represents an arithmetic sequence is
item no. 4.

D. Discussion

In item no. 4, notice that each block or square Yes, sir!

increases after the other, right?

To illustrate:

1 2 3 4 5

This type of sequence where every term after the

first is obtained by adding a constant called the
common difference is known as an Arithmetic
Sequence.

In the above example, the common difference is 1. Because the succeeding term is determined
How? by adding one from the previous term.

Absolutely!

In general, the first n terms of an arithmetic

sequence with 𝑎1 as the first term and d as the
common difference are
𝑎1, 𝑎1 + 𝑑, 𝑎1 + 2𝑑, … , 𝑎1 + (𝑛 − 1)𝑑

If 𝑎1 and d are known, it is easy to find any term

in an arithmetic sequence by using the rule
𝑎 𝑛 = 𝑎 1 + (𝑛 − 1 )𝑑

Is everything going smooth and clear? Yes sir!

Do you have any clarifications? None sir!

Since there’s none, let us proceed with the

examples.
 Illustrative Examples:
1. Find the 7th term of the arithmetic sequence
3,9,15,21, 27,….

Solution:

Since the first term is known and the

common difference is most likely to be 6 (9
–3=6=
15 – 9), then by substitution,
𝑎 𝑛 = 𝑎 1 + (𝑛 − 1 )𝑑
𝑎7 = 3 + (7 − 1)6
𝑎7 = 3 + (6)6
𝑎7 = 3 + 36
𝑎7 = 39

2. What is the 100th term of the sequence

0,5,10,15,…?

Solution:

Obviously, the constant difference between

the terms is 5. Given the first term and d,
𝑎 𝑛 = 𝑎 1 + (𝑛 − 1 )𝑑
𝑎100 = 0 + (100 − 1)5
𝑎100 = 0 + (99)5
𝑎100 = 0 + 495
𝑎100 = 495
Yes sir!
Would you like to try?
Solution:
1. What is the 50 th
term of the sequence 𝑎 𝑛 = 𝑎 1 + (𝑛 − 1 )𝑑
1,3,5,7,9,...? 𝑎50 = 1 + (50 − 1)2
𝑎50 = 1 + (49)2
Obviously, the constant difference between the 𝑎50 = 1 + 98
terms is 5. Given the first term and d, 𝑎50 = 99

To keep track of the entire process, a table format

can also be organized:

For item no. 1,

n 1 2 3 4 5 … 7
𝑎𝑛 3 9 15 21 27 … 39

For item no. 2,

n 1 2 3 4 5 … 100
𝑎𝑛 0 5 10 15 20 … 495

Add group activity.

E. Enrichment Activity
Great! It seems like you’re all into learning the topic
ever more.

Activity: Arithmetic Sequence in Real Life

Now, class, I want you to pay attention to the

following images.
Yes sir!
It looks familiar right?

Identify which among the images clearly depicts an

arithmetic sequence and which do not.
Expected Answers:
1.

A sequence but does not clearly depicts an

arithmetic sequence.

2.

An Arithmetic Sequence with 0 as the

common difference.

3.

Arithmetic Sequence (1,2,3,4,5,6)

4.

Arithmetic Sequence (1,2,3,4)

 5.
Arithmetic Sequence (Nearer seats in a
stadium or arena are less than those that
are farther, each row contains different
number of seats in an increasing order
form nearer to farther seats).

6.

Arithmetic sequence

The first image is purely a sequence but do not

clearly illustrates an arithmetic sequence. They can
be other types of sequence since growth and
development from one thing to another vary. The
second image until the last one on the other hand
are clear pictures and representations of an
arithmetic sequence. An increasing or decreasing
order with a constant difference can be easily seen.
These images are just some of the real-life
applications of arithmetic sequence.

Based on this activity, what can you say about Arithmetic sequence is everywhere. We
arithmetic sequence in the real world? Your may not totally notice it, but it exists and
realizations and reflections? are widely used around us. It’s just so
amazing how we are living with sequences
and how do they make our environment
fun, organized and breathtaking. We
should appreciate it and use them for a
brighter and bigger cause.

That was a heartwarming thought. Thank You!

F. Generalization

Any clarification so far? Expected answers:

If there’s none, let’s sum up what you’ve learned An arithmetic sequence is a type of
from this lesson. sequence where a common difference
between two consecutive terms exists.

To find the nth term of a sequence, use the

general rule: 𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
 All arithmetic sequences form pattern
(naturally or manually-created) in the
environment, but not all patterns found
are arithmetic sequences.

There are lots of applications of arithmetic

sequence in real-life that people don’t
usually notice.

IV. EVALUATION (Edit some of the item, make it simple for the learners.)
Directions: Answer the following questions comprehensively and show your solutions.
1. Given the arithmetic sequence 2,4,6,8,10,… find 𝑎50.

2 – 4. Find the 𝑎11, 𝑎23, and 𝑎30 of the arithmetic sequence 1,5,9,13,17,…
5. 295 is what term of the arithmetic sequence 10,25,40,…?
6. Given 2,125,248, 371. Find the d.

7. Find 𝑎250 in the sequence 37,50,63,76,…

8. What should be the value of x so that x + 2, 3x – 2, 7x – 12 will form an arithmetic
sequence?
9. There are 115 passengers in the first carriage of a train, 130 passengers in the second
carriage and 145 in the third carriage and so on. How many passengers will there be
in the 8th carriage?
10. A racing car travels 750 meters in a minute. If the car begins racing at exactly 8:00
AM, what time will he reach the finish line if the distance covered by one lap is 10
kilometers and the car needs to complete 3 lapses?
 ANSWER KEY:

1. 𝑎50 = 100

2 – 4. 𝑎11 = 49, 𝑎23 = 89, and 𝑎30 = 117

5. 20th term or 𝑎20

6. 𝑑 = 123

7. 𝑎250 = 3274
8. 𝑥 = 3

9. 𝑎8 = 220 passengers
10. 8:40 AM

V. ASSIGNMENT
Direction: Research on other examples of applications of arithmetic sequence in real-life
setting. Paste the examples in a piece of clean paper. Elaborately explain why such
examples belongs specifically to an arithmetic sequence.

Prepared by:

RICHARD A. BINOYA
Applicant