Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES

1. Content Standards The learner demonstrates understanding of key concepts of sequences, polynomials and polynomial equations.

2. Performance The learner is able to formulate and solve problems involving sequences, polynomials, and polynomial equations in different disciplines through
Standards appropriate and accurate representations.
3. Learning (M10AL-Id-1) (M10AL-Id-2) (M10AL-Id-2) (M10AL-Id-2)
Competencies /
Objectives 1. Illustrates a Geometric 1. Differentiates geometric sequence 1. Differentiates geometric Answer questions
Sequence. from arithmetic sequence sequence from arithmetic sequence correctly and write down
2. Find the common ratio in a the answers legibly
Geometric Sequence. 2. Relate personal experiences 2. Relate personal experiences
3. Relate personal experiences involving Geometric Sequence involving Geometric Sequence
involving Geometric Sequence
II. CONTENT Differences of Arithmetic and Differences of Arithmetic and
Illustration of Geometric Sequence QUIZ
Geometric Sequence Geometric Sequence
III. LEARNING RESOURCES

A. References

1. Teacher’s Guide
pages

2. Learner’s
Materials pages pp. 24-25 pp. 26 - 37 pp. 26 - 37
3. Textbook pages

4. Additional GRADE 10 MATH Q 1 DEPED TV DEPED TV GRADE 10 MATH Q1

Materials from DEPED TV Grade 10 Learners Module Grade 10 Learners Module DEPED TV
Learning Quarter 1 Week 4 Quarter 1 Week 4
Resource (LR) Google link: SEND THIS sequences and Google link: SEND THIS sequences
portal series notes.pdf (crsd.org) and series notes.pdf (crsd.org)

B. Other Learning Resources Test Questionnaires

IV. PROCEDURES

1. Reviewing previous an=a1+(n-1)d Recall the definition of Arithmetic Recall the definition of Arithmetic Enumerate the previous
lesson or presenting the where an = the nth term Sequence and Geometric Sequence Sequence and Geometric Sequence lessons discussed.
 new lesson a1 = the first term
n = the numbers of terms
d = the common difference
2. Establishing a purpose Cite the similarities of Arithmetic and Cite the similarities of Arithmetic and
for the lesson Geometric sequence- is a sequence of Geometric Sequence. Geometric Sequence.
non- zero numbers where each term Cite the rules and
after the first is found by multiplying the regulations in taking the
previous one by a fixed, non-zero quiz.
number called the common ratio.

3. Presenting examples/ Cite the differences between Arithmetic Cite the differences between
instances of the lesson Discuss on how to find the common sequence and Geometric sequence Arithmetic sequence and Geometric
ratio of a geometric sequence. sequence
4. Discussing new concepts If the given sequence is geometric, then If the given sequence is geometric,
and practicing new skills write its common ratio. Otherwise, write then write its common ratio. Otherwise,
#1 Which of the following sequences NOT. write NOT.
form a geometric progression?
1. 2, 6, 18, 54, … 1. 2, 6, 18, 54, …
1. 2, 6, 18, 54 2. 100, 20, 4, … 2. 100, 20, 4, …
2. -1, -6, -36, -216 3. 7, 10, 13, 16, … 3. 7, 10, 13, 16, …
3. 2, 2, 2, 2, 2, 2 4. 5, 10, 15, 20, … 4. 5, 10, 15, 20, …
10 10 10 10
5. 30, 10, , ,… 5. 30, 10, , ,…
3 9 3 9
5. Discussing new concepts Give more appropriate examples if
Answer student’s questions related to Give more appropriate examples if
and practicing new skills the given examples for further necessary.
necessary.
#2 clarification and mastery of the topic.
6. Developing mastery Are the following sequences arithmetic, Are the following sequences
(Leads to Formative Assessment geometric, or neither? If they are arithmetic, geometric, or neither? If
3) arithmetic, state the value of d. If they they are arithmetic, state the value of
are geometric, state r. d. If they are geometric, state r.
More examples on how to find
a) 6, 12, 18, 24, ... a) 6, 12, 18, 24, ...
common ratio.
b) 6, 11, 17, ... b) 6, 11, 17, ...
c) 2, 14, 98, 686, ... c) 2, 14, 98, 686, ...
d) 160, 80, 40, 20, ... d) 160, 80, 40, 20, ...
e) -40, -25, -10, 5, ... e) -40, -25, -10, 5, ...
f) 7, -21, 63, -189, … f) 7, -21, 63, -189, …
 7. Finding practical Answer the real – life problem: Answer the real – life problem:
applications of concepts
A scientist observes bacteria growth and A scientist observes bacteria growth and
and skills in daily living
records in table at regular intervals. records in table at regular intervals.
observation/ observation/
Let the student illustrate the increase 1 2 3 4 5 1 2 3 4 5
of covid 19 viruses in geometric Bacteria/ Bacteria/
sequence. 5 10 20 40 80 5 10 20 40 80

How much bacteria will there when she How much bacteria will there when she
makes her 12th observation?? makes her 12th observation??

8. Making generalizations Geometric Sequence is obtained by the Geometric Sequence is obtained by

and abstractions about Let the students form their own term common ratio while in Arithmetic the term common ratio while in
the lesson geometric sequences Sequence is common difference. Arithmetic Sequence is common
difference.
9. Evaluating learning Answer Activity 7: How well do you know Answer Activity 7: How well do you know
me? (Math 10 LM page 37) me? (Math 10 LM page 37)
Find the common ratio of the given
geometric sequences:
Determine whether each sequence is Determine whether each sequence is
1. -2, -4, -8, -16…
arithmetic, geometric, or neither. If the arithmetic, geometric, or neither. If the
2. 4, -12, 36, -108…
sequence is arithmetic, give the common sequence is arithmetic, give the common
3.-2, 2, -2, 2
difference; if geometric, give the common difference; if geometric, give the common
ratio. ratio.
10. Additional activities for
application or remediation
V. REMARKS

VI. REFLECTION

1. No.of learners who earned 80% on

the formative assessment

2. No.of learners who require

additional activities for remediation.

3. Did the remedial lessons work?

No.of learners who have caught up
with the lesson.

Prepared by: Checked by:

LILIBETH AGNES R. LISONDRA, EdD
Teacher I Head Teacher III, Mathematics Department