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Sta. Paz National High School: Patterns and Algebra

lesson plan

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Moriah Rose Beto
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10 views2 pages

Sta. Paz National High School: Patterns and Algebra

lesson plan

Uploaded by

Moriah Rose Beto
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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STA.

PAZ NATIONAL HIGH SCHOOL


Pasanon, San francisco Southern Leyte

DAILY LESSON PLAN

Date: JULY 5, 2018 MATHEMATICS 10 G10 LUNA 8:30-9:30


Day: THURSDAY G10 AQUINO 2:00-3:00
Quarter:1st
I. OBJECTIVES:
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/Objectives: illustrates other types of sequence.
Time Frame: 120 minutes CODE:M10AL-IF-1
II. CONTENT: PATTERNS AND ALGEBRA
III. LEARNING RESOURCES:
A. Reference/s: LM pages 38-40
B. Other learning resources:
IV. PROCEDURES:
A. Reviewing previous lesson or presenting new lesson: ask some questions about geometric series.
B. Establishing a purpose for the lesson: In this lesson, harmonic sequence, is a sequence such that the reciprocals
of the terms of an arithmetic sequence. Fibonacci sequence is a sequence where its two terms are either both 1
and 0and 1; and each term, thereafter, is obtained by adding the two proceeding terms.
C. Presenting examples/instances of the new lesson
1. What is the next term in the sequence ½, ¼, 1/6, 1/8, . . . ?
2. What is the next term in the Fibonacci sequence 0, 1, 1, 2, 3, 5, . . .?
D. Developing Mastery
Do the following with a partner
State whether the given sequence is arithmetic, geometric, harmonic or part of a Fibonacci. Then, give the
next three terns of the sequence.
1. 8, 16, 24, 32,
2. 1/3, 1/9, 1/27, 1/81,
3. 1296, 216, 36,6,
4. 8,13, 21,34,55,
5. ¾, 1, 5/4, 3/2,

E. Making Generalizations and Abstraction about the lesson: Ask the students the importance of geometric
series in real – life situations.
F. Evaluating Learning
State whether the given sequence is arithmetic, geometric, harmonic or part of a Fibonacci. Then, give the
next three terns of the sequence.
1. 1/24, 1/20, 1/16, 1/12, . . .
2. 2√ 2, 5√ 2, 8√ 2, 11√ 2, . . .
3. 6/11, 6/17,6/23, 6/29, . . .
4. 6, -18, 54, -162, . . .
5. 40, 8, 8/5, 8/25, . . .
G. Additional Activities for Application or remediation:

V. REMARKS:

VI. REFLECTION:
A. No. of learners who earned 80% in 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?

School Head’s Signature: ___________________ Date: ____________

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