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Group LC

The document outlines the learning competencies for Grade 10 mathematics, focusing on sequences, including arithmetic and geometric sequences, and polynomial concepts. It includes formative assessments with multiple-choice and constructed-response questions, as well as group activities to explore geometric sequences through art. Additionally, it provides exercises and answers related to polynomial theorems and factoring.

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Julieann Adduru
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5 views9 pages

Group LC

The document outlines the learning competencies for Grade 10 mathematics, focusing on sequences, including arithmetic and geometric sequences, and polynomial concepts. It includes formative assessments with multiple-choice and constructed-response questions, as well as group activities to explore geometric sequences through art. Additionally, it provides exercises and answers related to polynomial theorems and factoring.

Uploaded by

Julieann Adduru
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Grade 10 (1st week)

Learning competencies

Learning competencies Weeks Assessment tools


 Generates pattern 1-2 weeks Formative assessment ( Quiz)
 Illustrates an (5 items multiple choice answers)
arithmetic sequence (5 items constructed-response answers/
 Determines exercises with short answer)
arithmetic means, nth
tern of an arithmetic
sequence and the
sum of the terms
given arithmetic
sequence
 Differentiate a 3 weeks Formative assessment
geometric sequence 10 items multiple choice
an arithmetic
sequence
 Illustrate geometric
sequence
 Determines
geometric means, nth
term of a geometric
sequence and the
sum of the term of a
given finite or infinite
geometric sequence
 Solve problems
involving sequences
 Exemplify curiosity 2 week Formative assessment (Interactive Activity:
and creativity in Exploring Geometric Sequences Through
exploring geometric Art)
sequences Group Activity: Exploring Geometric
 Appreciate the Sequences Through Collaborative Art
mathematical
symmetry and
harmonious
relationships inherent
in geometric
sequences
 Appreciate the
historical and cultural
significance of
geometric sequences
in art, architecture,
and nature
 Proves the remainder 4 week Formative assessment
theorem, factor ( written questions/ exercises with short
theorem and rational answer)
root theorem
 Factors polynomials
 Illustrates polynomial
equations
 Performs division of
polynomials using
long division and
synthetic division
 Solves problem
involving polynomial
and polynomial
equations
**Formative Assessment: Arithmetic Sequences**

*Multiple Choice Section (5 items)*

1. What is the next term in the arithmetic sequence: 2, 6, 10, 14, ...?
A) 18
B) 20
C) 16
D) 24

2. In the arithmetic sequence: 7, 12, 17, 22, ..., what is the common difference?
A) 3
B) 4
C) 5
D) 6

3. Which term of the arithmetic sequence: 3, 9, 15, 21, ... is 51?


A) 5th
B) 6th
C) 7th
D) 8th

4. What is the arithmetic mean of the first 10 terms of the sequence: 4, 7, 10, 13,...?
A) 8
B) 8.5
C) 7.5
D) 9

5. If the sum of the first 15 terms of an arithmetic sequence is 225, and the first term is
3, what is the common difference?
A) 12
B) 9
C) 15
D) 6

*Constructed-Response Section (5 items)*

6. Determine the 12th term of the arithmetic sequence: 11, 16, 21, 26, ...

7. Find the arithmetic mean of the first 20 terms of the sequence: 6, 12, 18, 24, ...
8. Calculate the sum of the first 30 terms of the arithmetic sequence: 2, 5, 8, 11,...

9. Given an arithmetic sequence with a first term of 9 and a common difference of 4,


find the nth term formula.

10. If the sum of the first n terms of an arithmetic sequence is given by the formula: Sn
=2n (2a + (n−1) d), where Sn is the sum of the first n terms, a is the first term, and d is
the common difference, derive the formula for the nth term of the sequen

*Answers*

Multiple Choice Section:


1. A) 18
2. C) 5
3. B) 6th
4. B) 8.5
5. D) 6

Constructed-Response Section:
6. 61
7. 135
8. 465
9. an=9+4(n−1)
10. an=a+(n−1)d
**Formative Assessment: geometric sequence**

*Multiple Choice Section (10 items)*

1. What is the key difference between an arithmetic sequence and a geometric


sequence?
A) The common difference
B) The common ratio
C) The number of terms
D) The initial term

2. Which of the following sequences is a geometric sequence?


A) 3, 6, 9, 12,...
B) 2, 4, 8, 16, ...
C) 1, 4, 7, 10,...
D) 5, 10, 15, 20,...

3. What is the geometric mean of 4 and 16?


A) 8
B) 10
C) 12
D) 14

4. What is the nth term of the geometric sequence: 2, 6, 18, 54, ...?
a. 3, 6, 9, 12 ...
b. 2, 4, 8, 16,...
C) 1, 4, 7, 10, ...
D) 5, 10, 15, 20, ...
5. What is the sum of the first 5 terms of the geometric sequence: 3, 9, 27, 81, ...?
A) 243
B) 162
C) 121
D) 729

6. In the geometric sequence: 2, 6, 18, 54, ..., what is the common ratio?
A) 2
B) 3
C) 4
D) 6
7. Which of the following is NOT a problem involving sequences?
A) Finding the sum of the first 10 terms of an arithmetic sequence
B) Determining the 7th term of a geometric sequence
C) Solving a quadratic equation
D) Calculating the geometric mean of two numbers

8. What is the sum of the infinite geometric series: 3+1+31+91+..., given that ∣r∣<1?
A) 4
B) 3
C) 2
D) 1

9. If the first term of a geometric sequence is 5 and the common ratio is ½ what is the
6th term?
a. 5/32
b. 5/16
c. 5/64
d. 5/8

10. Which formula is used to find the sum of the first n terms of a finite geometric
sequence?
a. Sn=1−r a1(1−rn)
b. Sn=a1 + (n−1)d
c. Sn=2n(2a1 + (n−1)d)
d. Sn=a1rn

Answers:
1. B
2. B
3. A
4. A
5. A
6. B
7. C
8. B)
9. B
10. A
Group Activity: Exploring Geometric Sequences Through Collaborative Art
Objective: This group activity aims to encourage curiosity and creativity in understanding
geometric sequences, appreciate mathematical symmetry and relationships, and explore the
historical and cultural significance of geometric sequences in art, architecture, and nature
through collaborative artwork.

Materials Needed:
1. Large sheets of paper or poster boards
2. Drawing materials (pencils, markers, colored pencils, etc.)
3. Rulers or straight edges
4. Access to images of artwork, architecture, and natural phenomena showcasing geometric
patterns and sequences (can be printed or displayed digitally)
5. Optional: Internet access for further research

Mechanics: (30 mins)


1. Class splits into 5 groups. Each group receives examples of artwork, architecture, and natural
patterns showcasing geometric sequences, discussing historical and cultural significance.
2. Provide drawing materials and large paper. Each group selects a geometric sequence,
sketches it on paper focusing on symmetry and repeating elements.
3. Groups research specific examples of geometric sequences from different cultures and
historical periods. Plan collaborative creation, considering layout, color schemes, and materials.
4. Groups create collaborative artwork based on sketches and plans, emphasizing
collaboration.
5. Each group presents their artwork, explaining the chosen sequence, cultural/historical
elements, and artistic techniques used.
6. Participants view each group's artwork, providing feedback on techniques and representation
of geometric sequences.
**Constructed-Response Test: Polynomial Concepts**

1. Given a polynomial f(x)=2x3−3x2+4x−5, use the Remainder Theorem to find the remainder
when f(x) is divided by x−2.

2. For the polynomial g(x)=x3−6x2+11x−6, show that x−1 is a factor by finding g(1) and verifying
that it equals zero.

3. Determine all possible rational roots for the polynomial h(x)=2x3−7x2+5x+6 using the
Rational Root Theorem.
4. Factor the polynomial p(x)=x3−4x2−x+4 completely.

5. Solve the equation 2x3−5x2+3x=0 and express all solutions.

6. Divide the polynomial d(x)=x4+3x3−2x2+5x−4 by x−2 using long division.

7. Divide the polynomial q(x)=3x3−7x2+2x+5 by x+1 using synthetic division.

8. Factorize the expression x4−5x2+4 completely.


9. Solve the equation 4x3−8x2+3x−2=0 and express all solutions.
10. For the polynomial f(x)=x4−4x3+7x2−6x+2, determine whether x−2 is a factor.

**Answers:**

1. The remainder when f(x) is divided by x−2 is 1

2. g(1)=0, hence x−1 is a factor.

3. Possible rational roots are ±1,±2,±3,±6.

4. p(x)=(x−1)(x−2)(x+2).

5. Solutions are x=0,x=1,x= 23.

6. Result of long division: x3+x2−4x+2.

7. Result of synthetic division: 3x2−10x+12.

8. x4−5x2+4=(x2−4)(x2−1)

9. Solutions are x=21,x=1,x=2.

10. f(2) ҂ 0,, hence x−2 is not a factor.


Exercises:

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