DAILY LESSON LOG OF M10AL-Id-1 (Week Four-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 assessed using
I. OBJECTIVES
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 Competencies: Illustrates a geometric sequence (M10AL-Id-1)
Learning Objectives:
C. Learning Competencies/ 1. Illustrate geometric sequence;
Objectives 2. Construct a geometric sequence with its common ratio; and
3. Demonstrate appreciation of recognizing patterns as important skills
needed to understand concepts of geometric sequence.
II. CONTENT Geometric Sequence.
III. LEARNING RESOURCES teacher’s guide, learner’s module
A. References
1. Teacher’s Guide pages Pages 23-24
2. Learner’s Materials pages Pages 26-29
3. Textbook pages
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.
1. Let the teacher asks the students: What pattern did you discover about
arithmetic sequence?
2. Let the students answer orally the activity 1 numbers 1-5 found on page 26
of the Learner’s Module for them to recall ratio or divide.
Answer Key:
A. Review previous lesson or
1. By adding a constant term called a common difference.
presenting the new lesson
2. 1. 4
2. -3
3. ½
4. 2
5. 1/3
B. Establishing a purpose for The teacher lets the students realize that recognizing pattern and ratio are
the lesson important skills needed to understand the concept of geometric sequences
 The teacher lets the students, in pair, do Activity 2 Fold me up found on page
27 of the Learner’s Module.
Answer Key:
C. Presenting examples/ 1. 32 sq. units ; 16 sq. units; 8 sq. units
instances of the new lesson 2. Yes, there is a pattern. Each area is found by getting half of the previous area
3. 32,16,8
4. No. There is no common difference.
5. 6th term = 1
The teacher discusses with the students the process of arriving the answer of
each exercise in Activity 2. Furthermore, he/she asks the students about the
D. Discussing new concepts skills or principles that they used to recognize the pattern through paper
and practicing new skills #1 folding. He/She tells them that the formed sequence is called geometric
sequence.

 The teacher discusses and illustrates thoroughly the definition of a

geometric sequence and its common ratio as presented on page 27 of
the Learner’s Module.
 The teacher shows a sequence 8,16, 32, 64,… It illustrates a geometric
E. Discussing new concepts sequence where the common ratio is 2 and the next term is 128 thru
and practicing new skills #2 multiplying 64 by 2.
 Let the students answer Activity 3 “I’ll tell You What You Are” on page
28 of the LM.
Answer Key:
Items 1,3 and 4 are geometric sequence
Working in pairs, the teacher lets the students to construct 5 geometric
F. Developing mastery (leads sequence with 5 terms and determine the common ratio.
to formative assessment 3) Note: Teacher validates student answer.
G. Finding practical
applications of concepts
and skills in daily living
The teacher summarizes the mathematical skills or principles used to recognize
pattern so you will get the next term as well as common ratio through
questions like :
1. What did you do to arrive at the answer?
2. Were there mathematical operations used to get the missing term
of geometric sequence?
3. What is geometric sequence?
H. Making generalizations
Answers can be drawn from the students.
and abstractions about the
Possible response:
lesson
1. Look for the common ratio by dividing the second term by the first term
2. Multiplication and division were used to get the next term of geometric
sequence
3. A geometric sequence is a sequence where each term after the first is
obtained by multiplying the preceding term by a nonzero constant called
common ratio.

I. Evaluating Learning The teacher lets the students answer individually the formative assessment.
Activity 5 Missing you item numbers 1-5 0n page 29.
Find the missing term in each of geometric sequence.
1. 3,12,48,___,___,…
2. 120, 60, 30, __, __, __
3. 5, __, 20, 40, __,__,…
 4. __, 4,12,36, ___, ___
5. -2,__, ___, -16, -32, -64,…
Answer Key:
1. 3,12,48,192,768
2.120,60,30,15,15/2,15/4
3. 5,10,20,40,80,160
4. 4/3, 4, 12, 36, 108, 324
5. -2,-4,-8,-116, -32,-64
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
VI. REFLECTION
pupils/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 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