Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 10 – EXODUS (VACANT: FRIDAY)

10 - MATTHEW (VACANT: WEDNESDAY)

Daily Lesson Log Teacher NI-KHE G. MARQUEZ Learning Area MATHEMATICS 10

Teaching Dates and Time AUGUST 29 – SEPTEMBER 01, 2023 Quarter 1st Quarter (WEEK 1)
7:30 – 8:30 AM (10 – EXODUS)
8:30 – 9:30 AM (10 – MATTHEW)

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standard Patterns and Algebra
B. Performance Standard
C. MELC and MELC No. HOLIDAY - NATIONAL HEROES DAY Generate Patterns M10AL-Ia-1 QUIZ
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from MATHEMATICS 10 MODULE 1 MATHEMATICS 10 MODULE 1 MATHEMATICS 10 MODULE 1
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Short Review about the lesson in What is sequence?
presenting the new lesson. Mathematics 9.
B. Establishing a purpose for the new Pre-Test (Module 1: What I Know
lesson Pages 1-2)
C. Presenting Examples/ instances of Refer to Mathematics 10 Module 1
the new lesson page 4 and answer Activity 1: Complete
Me
D. Discussing new concepts and Define and discuss Sequence Refer to Mathematics 10 Module 1 page 6
practicing new skills #1 and explained What Is It to the students.
E. Discussing new concepts and Explain finite and infinite sequence How to find several terms of sequence, Taking of quiz
practicing new skills #2 given the general term?
How the find general term, given several
terms of the sequence?
F. Developing mastery (Leads to Refer to Mathematics 10 Module 1 Refer to Mathematics 10 Module 1 page
Formative Assessment 3) page 5 and answer Activity 2: Let’s 10 and answer WHAT”S MORE
Discover
G. Finding practical applications of How is sequence can be used in real life
concepts and skills in daily living situations? Create a scenario
H. Making generalizations and A sequence is a set of objects which is Refer to Mathematics 10 Module 1 page
abstractions about the lesson listed in a specific order, one after 11 and answer “What I have Learned”
another.
I. Evaluating learning Ask the students to answer the activity Ask the students to answer What can I do Checking of papers and recording of
“What’s In, Pages 4-5” on pages 11-12 results
J. Additional activities for application Tell the students to Answer What is it
or remediation questions on Page 11
 Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 10 – EXODUS (VACANT: FRIDAY)
10 - MATTHEW (VACANT: WEDNESDAY)
Daily Lesson Log Teacher NI-KHE G. MARQUEZ Learning Area MATHEMATICS 10

Teaching Dates and Time SEPTEMBER 04 – 08, 2023 Quarter 1st Quarter (WEEK 2)
7:30 – 8:30 AM (10 – EXODUS)
8:30 – 9:30 AM (10 – MATTHEW)

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who scored below
80% (needs remediation)
C. 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?

Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MINERVA GRACE O. SILVESTRE EMELITA N. SORIANO, EdD

Teacher I, Subject Teacher Master Teacher I Principal IV

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standard Patterns and Algebra
B. Performance Standard
C. MELC and MELC No. Illustrates an arithmetic sequence M10AL-Ib-1 LONG QUIZ
II. CONTENT
 III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from MATHEMATICS 10 MODULE 2 MATHEMATICS 10 MODULE 2 MATHEMATICS 10 MODULE 2 MATHEMATICS 10 MODULE 2
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What is sequence? How to generate Checking of attendance Checking of attendance Checking of attendance
presenting the new lesson. pattern?
B. Establishing a purpose for the new Pre-Test (Module 2: What I Know
lesson Pages 1-2)
C. Presenting Examples/ instances of
the new lesson
D. Discussing new concepts and Discussed: What is arithmetic Refer to Mathematics 10 Module 2
practicing new skills #1 Sequence? page 5 and discuss WHAT’S MORE
about solving arithmetic sequence
E. Discussing new concepts and Explain: How to illustrate arithmetic Refer to Mathematics 10 Module 2 Taking of quiz
practicing new skills #2 sequence? Refer to Mathematics 10 page 9 and ask the students to solve
Module 2 page 4 , WHAT’S NEW for the common difference and the next
3 terms of ASSESSMENT 1.
F. Developing mastery (Leads to Refer to Mathematics 10 Module 2 Refer to Mathematics 10 Module 2 page
Formative Assessment 3) pages 4-5 and answer What is it 10 and ask the students to perform the
WHAT I CAN DO activity.
G. Finding practical applications of Refer to Mathematics 10 Module 2 page
concepts and skills in daily living 13. Answer problem number 1.
H. Making generalizations and Arithmetic Sequence is a sequence in To solve for the common difference of Refer to Mathematics 10 Module 2 page
abstractions about the lesson which term after the first is formed by two terms, subtract the first term to the 10 and ask the students to perform the
adding a fixed number to the predicting second term. WHAT I HAVE LEARNED activity.
term. The fixed number or constant is To solve for the nth term, apply the
called difference denoted by d.. formula of arithmetic sequence.
I. Evaluating learning Ask the students to answer “Assessment Checking of papers and recording of
on pages 11-12.” results
J. Additional activities for application Refer to Mathematics 10 Module 2 page
or remediation 13. Answer problem number 2
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who scored below
80% (needs remediation)
C. No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
 Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 10 – EXODUS (VACANT: FRIDAY)
10 - MATTHEW (VACANT: WEDNESDAY)
Teacher NI-KHE G. MARQUEZ Learning Area MATHEMATICS 10
Daily Lesson Log
Teaching Dates and Time SEPTEMBER 11 – 15, 2023 Quarter 1st Quarter (WEEK 3)
7:30 – 8:30 AM (10 – EXODUS)
8:30 – 9:30 AM (10 – MATTHEW)
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?

Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MINERVA GRACE O. SILVESTRE EMELITA N. SORIANO, EdD

Teacher I, Subject Teacher Master Teacher I Principal IV

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standard Patterns and Algebra
B. Performance Standard
C. MELC and MELC No. 3. determines arithmetic means and nth term of an arithmetic sequence and the 4. illustrates a geometric sequence. LONG QUIZ
sum of the terms of a given arithmetic sequence. M10AL-Ib-c-1 M10AL-Id-1

5. differentiates a geometric sequence

from an arithmetic sequence. M10AL-Id-2
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from MATHEMATICS 10 MODULE 3 MATHEMATICS 10 MODULE 3 MATHEMATICS 10 MODULE 4 MATHEMATICS 10 MODULE 3 & 4
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What is arithmetic sequence? What is arithmetic mean? What is the sum of terms of arithmetic What is geometric mean?
presenting the new lesson. sequence?
B. Establishing a purpose for the new Pre-Test (Module 2: What I Know
lesson Pages 1-2)
C. Presenting Examples/ instances of
the new lesson
D. Discussing new concepts and Discussed: What is arithmetic mean Define and illustrate geometric sequence
practicing new skills #1 and nth term of arithmetic sequence
and the sum of terms of a given
arithmetic sequence?
E. Discussing new concepts and Explain: How to solve the arithmetic Differentiates a geometric sequence from
practicing new skills #2 mean given the nth term of the an arithmetic sequence
sequence?
F. Developing mastery (Leads to Explain: How to solve the sum of terms Explain: How to solve geometric
Formative Assessment 3) of a given arithmetic sequence? sequence?
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and Arithmetic mean is the average pf a set To solve for the sum of arithmetic Geometric Sequence is a sequence of
abstractions about the lesson of numbers/ given sequence sequence, add the terms or use the numbers that follows a pattern were the
n next term is found by multiplying by
formula Sn =
2
[ 2 a1 + ( n−1 ) d ] constant called the common ratio.

I. Evaluating learning Long Quiz (Taking quiz)

J. Additional activities for application
or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who scored below
80% (needs remediation)
C. 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
 Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 10 – EXODUS (VACANT: FRIDAY)
10 - MATTHEW (VACANT: WEDNESDAY)
Teacher NI-KHE G. MARQUEZ Learning Area MATHEMATICS 10
Daily Lesson Log
Teaching Dates and Time SEPTEMBER 18 – 22, 2023 Quarter 1st Quarter (WEEK 4)
7:30 – 8:30 AM (10 – EXODUS)
8:30 – 9:30 AM (10 – MATTHEW)
wish to share with other teachers?

Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MINERVA GRACE O. SILVESTRE EMELITA N. SORIANO, EdD

Teacher I, Subject Teacher Master Teacher I Principal IV

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standard Patterns and Algebra
B. Performance Standard
C. MELC and MELC No. 5. differentiates a geometric sequence 6. determines geometric means, nth term of a geometric sequence and the sum of the terms of a given finite or infinite sequence
from an arithmetic sequence. M10AL- M10AL-Ie-1
Id-2
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from MATHEMATICS 10 MODULE 5 MATHEMATICS 10 MODULE 6 MATHEMATICS 10 MODULE 6 MATHEMATICS 10 MODULE 7
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What is geometric mean? What is the difference of arithmetic and What is the sum of terms of arithmetic What is geometric mean?
presenting the new lesson. geometric sequence? sequence?
B. Establishing a purpose for the new Pre-Test (Module 5: What I Know Pre-Test (Module 5: What I Know
lesson Pages 1-2) Pages 1-2)
C. Presenting Examples/ instances of
the new lesson
D. Discussing new concepts and Differentiate geometric mean from an Explain how to solve the nth term of Define and illustrate geometric sequence
practicing new skills #1 arithmetic sequence and ask the geometric sequence.
students to answer activity 1 and 2 on Tell the students to answer assessment
page 8. 1 on page 7
E. Discussing new concepts and Explain how to solve for the mean of
practicing new skills #2 geometric sequence.

F. Developing mastery (Leads to Explain: How to solve geometric

Formative Assessment 3) sequence?
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and Geometric Sequence is a sequence of To solve for the nth term of arithmetic To solve for the mean of geometric Geometric mean is the average of
abstractions about the lesson numbers that follows a pattern were the sequence sequence geometric sequence. Geometric Series
next term is found by multiplying by refers to the sum of the terms of a
constant called the common ratio while geometric sequence.
arithmetic mean is the average of a set
of numbers/ given sequence
I. Evaluating learning Ask the students to answer what I have Long Quiz (Taking quiz)
learned activity on pages 18.
J. Additional activities for application
or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who scored below
80% (needs remediation)
C. 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?

Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MINERVA GRACE O. SILVESTRE EMELITA N. SORIANO, EdD

Teacher I, Subject Teacher Master Teacher I Principal IV
 Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 10 – EXODUS (VACANT: FRIDAY)
10 - MATTHEW (VACANT: WEDNESDAY)
Teacher NI-KHE G. MARQUEZ Learning Area MATHEMATICS 10
Daily Lesson Log
Teaching Dates and Time SEPTEMBER 25 – 29, 2023 Quarter 1st Quarter (WEEK 5)
7:30 – 8:30 AM (10 – EXODUS)
8:30 – 9:30 AM (10 – MATTHEW)

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standard Patterns and Algebra
B. Performance Standard
C. MELC and MELC No. 7. solves problems involving sequences. 8. performs division of polynomials using long division and synthetic division.
M10AL-If-2 M10AL-Ig-1
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from MATHEMATICS 10 MODULES 2, 3, 4, MATHEMATICS 10 MODULE 5, 6, 7, & MATHEMATICS 10 MODULE 8 MATHEMATICS 10 MODULE 8
Learning Resource (LR) Portal 5 7
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What is arithmetic sequence, arithmetic What is geometric sequence and sum What is sequence? What is polynomials?
presenting the new lesson. mean and sum of arithmetic sequence? of arithmetic sequence?
B. Establishing a purpose for the new
lesson
C. Presenting Examples/ instances of
the new lesson
D. Discussing new concepts and Ask the students to answer Ask the students to answer Define algebraic expression and the terms
practicing new skills #1 Assessment 1 in module 5 on page 16. Assessment 2 in module 5 on page 17. related to polynomials.
E. Discussing new concepts and Present a real-life problem about Present a real-life problem about Show examples on how to divide
practicing new skills #2 arithmetic sequence and mean and geometric sequence and mean and polynomials and guide the students in
guide the students in answering it. guide the students in answering it. solving some problems.

F. Developing mastery (Leads to Ask the students to divide the

Formative Assessment 3) polynomials on Activity 1 of module 8
page 12.
G. Finding practical applications of Guide the student to perform the What I
concepts and skills in daily living have learned activity (letter A only) on
page 13.
H. Making generalizations and To solve for the arithmetic sequence, To solve for the geometric sequence, To divide the polynomials, divide the
abstractions about the lesson use the formula __________________, use the formula __________________, first term of two algebraic expression to
for Arithmetic mean is & for the sum of geometric sequence is find the quotient, then multiply the
 ______________ & for the sum of __________________________. quotient to the divisor, then perform
arithmetic sequence is subtraction and bring down the
__________________________. remaining terms of the dividend. Repeat
the process until the last term of the
dividend become zero or constant
number.
I. Evaluating learning Ask the students to solve the problem Ask the students to solve the problem Long quiz (Taking long quiz)
on the “Assessment” of the modules 2, on the “Assessment” of the modules 6
3, & 4, items 11 -15. & 7, items 11 -15.
J. Additional activities for application
or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who scored below
80% (needs remediation)
C. 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?

Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MINERVA GRACE O. SILVESTRE EMELITA N. SORIANO, EdD

Teacher I, Subject Teacher Master Teacher I Principal IV
 Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 10 – EXODUS (VACANT: FRIDAY)
10 - MATTHEW (VACANT: WEDNESDAY)
Teacher NI-KHE G. MARQUEZ Learning Area MATHEMATICS 10
Daily Lesson Log
Teaching Dates and Time OCTOBER 2 – 6, 2023 Quarter 1st Quarter (WEEK 6)
7:30 – 8:30 AM (10 – EXODUS)
8:30 – 9:30 AM (10 – MATTHEW)

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standard Patterns and Algebra
B. Performance Standard
C. MELC and MELC No. 8. performs division of polynomials using long division and synthetic division. 9. proves the Remainder Theorem, the Factor Theorem and the rational root theorem
M10AL-Ig-1 M10AL-Ig-2
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from MATHEMATICS 10 MODULE 8 MATHEMATICS 10 MODULE 8 MATHEMATICS 10 MODULE 9 MATHEMATICS 10 MODULE 9
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or How to divide polynomials? What is remainder?
presenting the new lesson.
B. Establishing a purpose for the new Pre-Test: Ask the students to answer Pre-Test: Ask the students to answer the
lesson the activity on pages 1 – 3. activity on pages 1 – 2.
C. Presenting Examples/ instances of
the new lesson
D. Discussing new concepts and What is synthetic Division? What is remainder theorem?
practicing new skills #1
E. Discussing new concepts and Show examples on how to divide Give example on how to solve remainder Discuss the factor theorem
practicing new skills #2 polynomials using synthetic division theorem and ask the students to solve
and guide the students in solving some “Exercise 1” on page 7.
problems.

F. Developing mastery (Leads to Ask the students to divide the Give example on how to solve
Formative Assessment 3) polynomials on Activity 2 of module 8 remainder theorem and ask the
page 12. students to solve “Exercise 2” on page
7.
G. Finding practical applications of Guide the student to perform the What I Tell the students to perform “What can I
concepts and skills in daily living have learned activity (letter B only) on do” on page 8.
page 13.
H. Making generalizations and To divide the polynomials using the Remainder theorem: If a polynomial
abstractions about the lesson synthetic division, first get the value of x P(x) is divided by x – a, then the
of the Divisor, second get the constant remainder is while factor theorem: If
value of the dividend(Each term), third P(a) = 0, then x – a is a factor of P(x).
 create a inverted divide sign and align Conversely, if x – a is a factor of P(x),
the constants of the dividend and put then P(a) = 0.
the x value of divisor outside, fourth
bring down the first term then multiply it
by the x values then put the product on
the second column and conduct
subtraction. (Repeat the process)
I. Evaluating learning Perform the Assessment of this module Ask the students to answer Assessment
on pages 15 – 16. of this module on pages 9 – 10.
J. Additional activities for application
or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who scored below
80% (needs remediation)
C. 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?

Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MINERVA GRACE O. SILVESTRE EMELITA N. SORIANO, EdD

Teacher I, Subject Teacher Master Teacher I Principal IV
 Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 10 – EXODUS (VACANT: FRIDAY)
10 - MATTHEW (VACANT: WEDNESDAY)
Teacher NI-KHE G. MARQUEZ Learning Area MATHEMATICS 10
Daily Lesson Log
Teaching Dates and Time OCTOBER 09 – 13, 2023 Quarter 1st Quarter (WEEK 7)
7:30 – 8:30 AM (10 – EXODUS)
8:30 – 9:30 AM (10 – MATTHEW)

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standard Patterns and Algebra
B. Performance Standard
C. MELC and MELC No. 10. factors polynomials. 11. illustrates polynomial equations.
M10AL-Ih-1 M10AL-Ii-1
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages Mathematics 10 Learner’s Module Mathematics 10 Learner’s Module Mathematics 10 Learner’s Module pp. 91- Mathematics 10 Learner’s Module pp.
pp.74-81 pp.74-81 93 91-93
3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What is factor theorem? Give one polynomial to the students and What is polynomial equation?
presenting the new lesson. ask them to factor it.
B. Establishing a purpose for the new Present a fraction tiles to the student. Present a set of polynomial equation at let
lesson The fraction tiles are consisting of 3 the students count how many roots are
different sizes which represent power there in each equation.
for every term and 2 colors which
represent positive and negative signs.
C. Presenting Examples/ instances of Ask the students what is the difference of
the new lesson polynomials and polynomial equation?
D. Discussing new concepts and How to factor polynomials? Explain the What is polynomial equation? Explain to
practicing new skills #1 rules to the students. the students.
E. Discussing new concepts and Guide the students in applying the How to solve polynomial equations? Guide
practicing new skills #2 factor theorem to factor polynomials. the students in learning it.
F. Developing mastery (Leads to Explain to the student on how to apply Present a set of polynomial equation at
Formative Assessment 3) remainder theorem in factoring let the students solve of each equation.
polynomials.
G. Finding practical applications of Guide the student to perform the What I
concepts and skills in daily living have learned activity (letter B only) on
page 13.
H. Making generalizations and To apply the concept of factor theorem To solve polynomial equations the Long Quiz (Taking quiz)
abstractions about the lesson in finding remainder of polynomials following steps are: (1) Arrange the
when divided, substitute the value of equation from highest to lowest power; (2)
divisor (x-r) on the dividend P(x). To Identify the degree of polynomial. The
check if the answer is correct, use degree of polynomial equation is the
synthetic division. number of roots of the equation. (Use
Fundamental Theorem of Algebra and
Zero-Product Property) and; (3) Find the
roots of polynomial equation. Using
synthetic division, we use try and error
method to find the roots. If we get zero
remainder using synthetic division, it
means that what number you try is a
factor/root of that equation. If we get
remainder, it means that the number that
you try is not a factor/root of the equation.
I. Evaluating learning Perform the Assessment of this module Checking of answers and recording of
on pages 80 – 81. scores.
J. Additional activities for application
or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who scored below
80% (needs remediation)
C. 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?
Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MINERVA GRACE O. SILVESTRE EMELITA N. SORIANO, EdD

Teacher I, Subject Teacher Master Teacher I Principal IV
 Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 10 – EXODUS (VACANT: FRIDAY)
10 - MATTHEW (VACANT: WEDNESDAY)
Teacher NI-KHE G. MARQUEZ Learning Area MATHEMATICS 10
Daily Lesson Log
Teaching Dates and Time OCTOBER 16 – 20, 2023 Quarter 1st Quarter (WEEK 8)
7:30 – 8:30 AM (10 – EXODUS)
8:30 – 9:30 AM (10 – MATTHEW)

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standard Patterns and Algebra
B. Performance Standard
C. MELC and MELC No. 12. solves problems involving polynomials and polynomial equations.
M10AL-Ij-2
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages Mathematics 10 Learner’s Module pp. 94-95 DIAGNOSTIC TEST
3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Review: Give one polynomial equation What is polynomial equation? Ask the students the rules in solving
presenting the new lesson. an problems about polynomial equations.
B. Establishing a purpose for the new Pretest To test the knowledge of the Students are answering the test.
lesson students about solving polynomial
equations, ask them to answer the
following problem on the PowerPoint
presentation.
C. Presenting Examples/ instances of
the new lesson
D. Discussing new concepts and How to solve problems involving Ask them to solve the problems on page
practicing new skills #1 polynomials equations? Guide the 95.
students and present the rules.
E. Discussing new concepts and . Solve problems involving polynomial Present the quiz.
practicing new skills #2 equations.
F. Developing mastery (Leads to Long Quiz(Taking Quiz)
Formative Assessment 3)
G. Finding practical applications of Give real life problem about polynomial
concepts and skills in daily living equation and ask them to solve it.
H. Making generalizations and To solve problems involving polynomial
abstractions about the lesson equations the following steps are: (1)
Read and understand the problem; (2)
Arrange the equation from highest to
 lowest power; (3) Identify the degree of
polynomial. The degree of polynomial
equation is the number of roots of the
equation. (Use Fundamental Theorem
of Algebra and Zero-Product Property)
and; (4) Find the roots of polynomial
equation. Using synthetic division, we
use try and error method to find the
roots. If we get zero remainder using
synthetic division, it means that what
number you try is a factor/root of that
equation. If we get remainder, it means
that the number that you try is not a
factor/root of the equation.
I. Evaluating learning Checking of answers and recording of Checking of answers and recording of
scores. scores.
J. Additional activities for application
or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who scored below
80% (needs remediation)
C. 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?

Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ LILIAN O. GARCIA JANETTE N BALLARES, EdD

Teacher I, Subject Teacher Head Teacher III Principal III
 Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 10 – EXODUS (VACANT: FRIDAY)
10 - MATTHEW (VACANT: WEDNESDAY)
Teacher NI-KHE G. MARQUEZ Learning Area MATHEMATICS 10
Daily Lesson Log
Teaching Dates and Time OCTOBER 23 – 27, 2023 Quarter 1st Quarter (WEEK 9)
7:30 – 8:30 AM (10 – EXODUS)
8:30 – 9:30 AM (10 – MATTHEW)

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standard Patterns and Algebra
B. Performance Standard
C. MELC and MELC No. .Generate Patterns M10AL-Ia-1
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages First Grading Exam
3. Textbook pages
4. Additional Material from MATHEMATICS 10 MODULE 1 MATHEMATICS 10 MODULE 2 MATHEMATICS 10 MODULE 4
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Before the first quarter exam, the teacher is administering remediation and review.
presenting the new lesson.
B. Establishing a purpose for the new What is sequence? What is arithmetic sequence? What is geometric sequence? Students are answering the exam.
lesson
C. Presenting Examples/ instances of
the new lesson
D. Discussing new concepts and Explain finite and infinite sequence How to illustrate arithmetic sequence?
practicing new skills #1 Refer to Mathematics 10 Module 2
page 4 , “WHAT’S NEW”
E. Discussing new concepts and How to find several terms of sequence, How to solve for the arithmetic mean? How to solve for the geometric mean?
practicing new skills #2 given the general term?
F. Developing mastery (Leads to How the find general term, given How to solve for the sum of arithmetic How to solve for the sum of geometric
Formative Assessment 3) several terms of the sequence? sequence? sequence?
G. Finding practical applications of How is sequence can be used in real
concepts and skills in daily living life situations? Create a scenario
H. Making generalizations and Arithmetic Sequence is a sequence in Geometric Sequence is a sequence of
abstractions about the lesson which term after the first is formed by numbers that follows a pattern were the
adding a fixed number to the predicting next term is found by multiplying by
term. The fixed number or constant is constant called the common ratio.
called difference denoted by d..
I. Evaluating learning Differentiate arithmetic sequence and Checking of answers and recording of
geometric sequence. scores.
J. Additional activities for application
or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who scored below
80% (needs remediation)
C. 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?

Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MINERVA GRACE O. SILVESTRE EMELITA N. SORIANO, EdD

Teacher I, Subject Teacher Master Teacher I Principal IV