Lico LP

LESSON PLAN IN MATHEMATICS 10
Teacher’s Name: CRISLYN S. LICO Grade Level/Subject: 10/Math

Date: February 13, 2023 Time Allotment: 1 hour
I. Standards, Competencies, and Objectives

CONTENT STANDARD: The learner demonstrates understanding of key concepts of
arithmetic sequence.
PERFORMANCE The learner can investigate and solved problems involving
STANDARD: arithmetic sequence using appropriate representations and
solutions.
LEARNING The learner determines the nth term of the given arithmetic
COMPETENCY AND sequence.
CODE:
At the end of the lesson, students are expected to:
a. determined arithmetic sequence by identifying the common
difference between terms;
b. finds the common difference of an arithmetic sequence by
subtracting the first term from the second term; and
c. solves the nth term by substituting the given values into the
formula.
OBJECTIVES:
II. Content
Topic : Arithmetic Sequence
Skills : Solving
Value Focus : Collaboration
III. Learning Resource
References: Mathematics Learner’s Material Unit 1 (pp. 9-25)
Instructional Aids :
Related Subjects/Topics
IV. PROCEDURE
Preliminary Activities
Teachers’ Activity Students’ Activity
 Classroom Management
(Prayer, Checking of Attendance,
Classroom Rules)
Everybody, please stand for prayer.
(Calls a student to lead the prayer)
(A student will lead the prayer)

Good morning class!
Good morning Ms. Lico!
Okay, you may now take your sits.
Thank you, ma’am!
How are you today?
We’re doing great ma’am.
I’m happy to hear that. Are you excited
to learn our new lesson for today?
Yes ma’am!
Alright. Now, please settle down and
pick some pieces of papers and arrange your
chairs.
Please prepare everything you may
need for this class while I take note who are
present and who are absent today.
Before we start, I want you to be

guided with these rules.
1. Always wear your complete uniform.

2. Keep quiet when you are not allowed to
talk and listen carefully.
3. Please come to school early.
4. Pay attention and be respectful.
Alright, students am I understood?

Yes ma’am!
Okay, shall we start?
Yes ma’am!
 Review
Now, who can summarize what was

our discussion last meeting? (Students will raise their hands)
Yes, go ahead!
In the last meeting, we tackled
sequence. A sequence is an ordered list
of objectives and numbers in a certain
order.
Very good!
 Motivation
Since you’ve done great in all the

activities in our previous lesson, I think
it would be better to introduce our new
lesson with a new activity that I’m sure
you will enjoy.
Is everyone excited?
Yes ma’am!
Activity: Complete the Incomplete
Direction: Look, investigate, and find
the missing term of each sequence. Expected Answers:
1. 1, 5, 9, 13, 17, 21, ____...
25
2. ____
3. _____
4. ____
5. ____
ACTIVITY (What to do Phase)
I will group you into 3, and count off from 1 to

3. This will be the location where you are
going to go.
Proceed to your area now!
Group 1 -MATHalino Group

Group 2- MATHulin Group
Group 3- MATHinik Group
Directions: Choose 1 representative, for every

question that will show on the screen you are
going to guess what’s the correct answer and
pick your answer from the box and paste it on
the board.
1. What is the formula of an arithmetic

sequence?
2. It is a sequence where each term
increases by adding/subtracting some
constant k.
3. What is the common difference of the
given sequence? 13, 18, 23, 28, 33,…
4. What is d in the arithmetic sequence
formula?
5. Find the next term.
144, 157, 170,…
ANALYSIS (“The Why Phase”/process of inquiry into the activity/systematic examination)
Previously, we define a sequence as a function A sequence refers to a set of objectives that

whose domain is either a finite or an infinite are arranged together to form a pattern.
set. Based on our activity, what would be a
simpler definition of a sequence?
Very well said.
Our activity does not simply depict a pattern or

a sequence. One of the items is a particular
example of an arithmetic sequence.
Has anyone heard about this type of sequence? (Some of the students say yes)
Yes ma’am!
ABSTRACTION (“So What Phase”/ Theory Inputs/Summarizes concepts and experiences learned/inferential
leap to life)
All right, our topic this morning is all about

Arithmetic Sequence. But before we proceed, I
want you to be guided by the objectives of our
lesson today.
At the end of the lesson, students are expected
to:
a. determined arithmetic sequence by
identifying the common difference between
terms;
b. finds the common difference of an
arithmetic sequence by subtracting the first
term from the second term, and
c. solves the nth term by substituting the
given values into the formula.
In item no. 4, notice that each block or square Yes ma’am!

increases after the other, right?
To illustrate:
This type of sequence where every term after

the first is obtained by adding a constant called
the common difference is known as an
Arithmetic Sequence.
In the above example, the common difference By adding one from the previous term
is 1. How? ma’am.
Absolutely!
In general, the first n terms of an arithmetic

sequence with a1 as the first term and d as the
common difference are
a1,a2+d,a1+2d,…,a1+(n-1)d
If a1 and d are known, it is easy to find any

term in an arithmetic sequence by using the
rule
an=a1+(n-1)d
Yes ma’am!
Did you understand?
None ma’am.
Do you have any clarifications?
If there’s none, let’s proceed with the

examples.
Illustrative examples:
1. Find the 7th term of the arithmetic
sequence 3, 9, 15, 21, 27,….
Solution:
Since the first term is known and the

common difference is most likely to be
6(9-3=6=15-9), then by substitutions,
an=a1+(n-1)d
a7=3+(7-1)6
a7=3+(6)6
a7=3+36
a7=39
2. What is the 100th term of the sequence

0,5,10,15,….?
Solution:
Obviously, the constant difference
between the term is 5. Given the first
term and d.
an=a1+(n-1) d
a100=0+(100-1)5
a100=0+(99)5
a100=0+495
a100=495
Would you like to try it? Yes ma’am!
1. What is the 50th term of the sequence

Solution:
1,3,5,7,9,….?
an=a1+(n-1)d
a50=1+(50-1)2
a50=1+(49)2
a50=1+98
a50=99
Obviously, the constant difference

between the terms is 5. Given the first
term and d.
APPLICATION (“Now What Phase”,/Practical Synthesis/Apply generalizations to work/Transfer of insights

into real-life concern/cooperative learning)
Great! It seems like you’re all into learning the

topic.
Activity: Arithmetic Sequence in Real Life
Now class, I want you to pay attention to the

following images.
Identify which among the images clearly

depicts an arithmetic sequence and which do
not.
Arithmetic sequence (1,3,5,7,9)

1.
A sequence that does not clearly depicts an

2. arithmetic sequence.
Arithmetic Sequence (1,2,3)

3.
Arithmetic Sequence (1,2,3,4,5,6)
4.
Arithmetic Sequence
5.
The second image is purely a sequence but

does not clearly illustrate an arithmetic
sequence. They can be other types of
sequences since growth and development from
one thing to another vary. The third and fourth
images, on the other hand, are clearly pictures
and representations of an arithmetic sequence.
An increasing or decreasing order with a
constant difference can be easily seen. These
images are just some of the real-life
applications of an arithmetic sequence.
Any clarifications?
If there’s none, let’s sum up what you’ve

learned from our lesson.
EVALUATION (Assessment Phase)
Determine the common difference in the

sequence then, find the next term.
Sequence Common Next
difference term
2, __, 6, 8,…
5, 10, 15, 20,…
18, 23, __, 33
7, __, 15, __...
1, 3, 5, 7,…
V.ASSIGNMENT: (/Extended /Additional Meaningful Task)

AGGREEMENT
Study in advance about the geometric

sequence.
Remarks:
Reflections:

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LESSON PLAN IN MATHEMATICS 10

Teacher’s Name: CRISLYN S. LICO Grade Level/Subject: 10/Math

I. Standards, Competencies, and Objectives

References: Mathematics Learner’s Material Unit 1 (pp. 9-25)

Everybody, please stand for prayer.

(Calls a student to lead the prayer)

(A student will lead the prayer)

Before we start, I want you to be

1. Always wear your complete uniform.

Alright, students am I understood?

Now, who can summarize what was

Since you’ve done great in all the

ACTIVITY (What to do Phase)

I will group you into 3, and count off from 1 to

Proceed to your area now!

Group 1 -MATHalino Group

Directions: Choose 1 representative, for every

1. What is the formula of an arithmetic

ANALYSIS (“The Why Phase”/process of inquiry into the activity/systematic examination)

Previously, we define a sequence as a function A sequence refers to a set of objectives that

Very well said.

Our activity does not simply depict a pattern or

All right, our topic this morning is all about

In item no. 4, notice that each block or square Yes ma’am!

This type of sequence where every term after

In general, the first n terms of an arithmetic

If a1 and d are known, it is easy to find any

If there’s none, let’s proceed with the

Since the first term is known and the

2. What is the 100th term of the sequence

Would you like to try it? Yes ma’am!

1. What is the 50th term of the sequence

Obviously, the constant difference

APPLICATION (“Now What Phase”,/Practical Synthesis/Apply generalizations to work/Transfer of insights

Great! It seems like you’re all into learning the

Activity: Arithmetic Sequence in Real Life

Now class, I want you to pay attention to the

Identify which among the images clearly

Arithmetic sequence (1,3,5,7,9)

A sequence that does not clearly depicts an

Arithmetic Sequence (1,2,3)

Arithmetic Sequence (1,2,3,4,5,6)

The second image is purely a sequence but

If there’s none, let’s sum up what you’ve

EVALUATION (Assessment Phase)

Determine the common difference in the

V.ASSIGNMENT: (/Extended /Additional Meaningful Task)

Study in advance about the geometric

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