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Lembit Unit Plan

This unit plan focuses on teaching high school students about arithmetic sequences, including definitions, common differences, and problem-solving techniques. Over ten days, students will engage in group activities, presentations, and assessments to reinforce their understanding of the topic. The plan incorporates various teaching materials and methods to accommodate different learning styles.

Uploaded by

Gilbert Remoto
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6 views3 pages

Lembit Unit Plan

This unit plan focuses on teaching high school students about arithmetic sequences, including definitions, common differences, and problem-solving techniques. Over ten days, students will engage in group activities, presentations, and assessments to reinforce their understanding of the topic. The plan incorporates various teaching materials and methods to accommodate different learning styles.

Uploaded by

Gilbert Remoto
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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TECHNOLOGY FOR TEACING AND LEARNING 2

(MY UNIT PLAN)

REMOTO, GILBERT L.
BSE-MATH 3

Unit plan Tittle: Illustrates An Arithmetic Sequence


Curriculum-Framing Questions:

Essential Questions How to illustrate an arithmetic sequence?

What is an arithmetic sequence?


Unit Questions How to solve problems involving arithmetic sequence?

What is an arithmetic sequence?


What is a common difference?
Content Questions What are the step in finding the common difference?
What are the ways in solving the arithmetic sequence?
What is the difference between adding and multiplying the preceding
terms?

Unit Summary:

In this Unit the students will be able to understand the concept of arithmetic sequence, thus it
will help the students to define and illustrate an arithmetic sequence.

Subject Area:

Mathematics

Grade Level:

4th Year High School

Targeted Philippine Basic Education Curriculum Competencies:

Illustrates an arithmetic sequence and solves problems involving arithmetic sequence.

Student Objectives/Learning Outcomes:

1. Defined an arithmetic sequence.


2. Illustrates the common difference.
3. Add and Multiply preceding terms.
4. Solved problems involving an arithmetic sequence.
5. Applied the concepts of an arithmetic sequence in real life situation.
Procedure:
Day 1:

1. The teacher will orient the students about the rules and regulations, grading system,
materials needed in the topic to be discussed using PowerPoint presentation.
2. The teacher will group the students into five groups by counting off to conduct the
activity about the arithmetic sequence.
3. The teacher will analyze the procedures designed by the students and present a rubric
for a certain activity.
4. The teacher will assign certain topics related to arithmetic sequence for each
designated groups to explore.
Day 2:

1. The teacher will facilitate about the student’s activity.


2. The students in each designated groups will conduct the activity on their own.

Day 3:

1. The teacher will have a consultation regarding the students output and presentation.

Day 4:

1. Each group will present their designated assigned task using PowerPoint presentation,
illustrating materials and Etc.
2. The teacher will rationalize the consolidated reports of each groups and discuss the
essential points of the topic by giving insights regarding the topic.

Day 5:

1. The teacher will be discussing about an arithmetic sequence.


2. The teacher will conduct a quiz about the lesson.

Day 6:

1. The teacher will demonstrate the steps by adding and multiplying an arithmetic
sequence in different preceding terms.
2. The students will conduct a board work in adding and multiplying an arithmetic
sequence in different preceding terms.
Day 7:

1. The students will have a return demonstration on how to solve an arithmetic sequence
in different preceding by adding and multiplying terms.
2. The member of each designated groups will brainstorm about the different challenges
they encounter during their first group activity and will conduct a solution about that
problem.
3. The teacher will provide a rubric about the student’s project.

Day 8:

1. The teacher will supervise the student’s progress and activities.

Day 9:

1. The teacher will conduct a unit review to the students.


2.
Day 10:

1. The teacher will provide a written examination to the students in regards with the topic
discussed throughout the unit to assess the student’s learning.

Appropriate Time Needed:

60 minutes per session in every class period for 2 weeks

Prerequisite Skills:

Planning Skills, organizing, logical, and critical thinking skills, develop and improve
technological skills.

Materials and Resources Required for Unit:


 Laptop
 Projector
 Television
 Internet Connection
 Web Browsing
 Multimedia

Printed Materials: Textbook for Grade 10 Mathematics, Curriculum guide


Supplies: Manila paper, cartolina, bond paper, marker pen, glue, scissor
Internet Resources: www.google.com , www.youtube.com
Others: Project-based approach, mathematics teacher, student centered
Accommodations for Differentiated Instruction:

Resources Student:

Gifted Student:

Student Assessment : Quizzes, observations, tests, reporting, outputs, and activities.


Key Word Search: Arithmetic sequence, common difference, common numbers.

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