DAILY LESSON LOG OF M10AL-Id-3 (Week Four-Day Three)

School Grade Level Grade 10

Teacher Learning Area Mathematics
Teaching Date and Time Quarter First
Objectives must be met over the week and connected to the curriculum
standards. To meet the objectives, necessary procedures must be followed and
if needed, additional lessons, exercises and remedial activities may be done for
developing content knowledge and competencies. These are assessed using
I. OBJECTIVES
Formative Assessment Strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards The learner demonstrates understanding of key concepts of sequences.
B. Performance Standards The learner is able to formulate and solve problems involving sequences.
Learning Competencies: Differentiates a finite geometric sequence from an
infinite geometric sequence (M10AL-Id-3)
Learning Objectives:
C. Learning Competencies/ 1. Determine finite and infinite geometric sequence;
Objectives 2. Differentiate a finite geometric sequence from an infinite geometric
sequence; and
3. Demonstrate appreciation of knowing the common ratio as important
skills needed to understand concept of geometric sequence.
II. CONTENT Geometric Sequence.
III. LEARNING RESOURCES teacher’s guide, learner’s module, k-12 phoenix
A. References
1. Teacher’s Guide pages Pages 23-24
2. Learner’s Materials pages Pages 26-19
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities
appropriately so that pupils/students will learn well. Always be guided by
demonstration of learning by the pupils/ students which you can infer from
formative assessment activities. Sustain learning systematically by providing
IV.
pupils/students with multiple ways to learn new things, practice the learning,
question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate
the time allotment for each step.
A. Review previous lesson or Drill:
presenting the new Identify whether the sequence is arithmetic, geometric or neither.
lesson 1. -26,-32,-38,…
2. 1, 3/2, 2
3. 1,2,3,5,…
4. ¼, 1/6, 1/8
5. 5, -25, 125, -625,…
6. 4, 8, 16, 32, 64
7. 3, 9,27,…243
 Answer key:
1. arithmetic
2. arithmetic
3. neither
4. neither
5. geometric
6. geometric
7. geometric
The teacher lets the students realize that recalling finite and infinite sequence
B. Establishing a purpose for
are important skills needed to understand the concept of finite and infinite
the lesson
geometric sequence.
The teacher lets the students to analize:
1. Using the example above, identify the last term of 5, 6, and 7.
2. Which among the items describe finite geometric or infinite geometric
sequences?
C. Presenting examples/
instances of the new
Answer Key:
lesson
1. 5. no last term
6. 64
7. 243
2. Item 5 is infinite while item 6 and 7 is finite geometric sequence
Exercise: Flashcard activity
Determine the following sequence if it is finite or infinite geometric sequence.
1. 3, 12, 48, 144,… = Infinite Geometric sequence
2. -27, 9, -3, 1 = Finite Geometric sequence
3. 1, 3, 9, 27 = Finite Geometric sequence
D. Discussing new concepts
4. 0.5, 1, 2, 4,… = Infinite Geometric sequence
and practicing new skills
5. 6, -3, 3/2,…,-3/16 = Finite Geometric sequence
#1
6. 8, 2, ½, 1/8,… = Infinite Geometric sequence
7. -8, -4, -2, -1/2 = Finite Geometric sequence
8. 12, 6, 3, 1.5 = Finite Geometric sequence
9. 5, 5/2, 5/4, 5/8,… = Infinite Geometric sequence
10. 3, 9, 27,…,729 = Finite Geometric sequence
E. Discussing new concepts The teacher discusses and illustrates thoroughly the difference between a
and practicing new skills finite sequence and infinite sequence.
#2
Working in pairs, the teacher lets the students make 3 finite and infinite
F. Developing mastery
geometric sequence.
(leads to formative
assessment 3)
Note: The teacher evaluates students answer.
G. Finding practical
applications of concepts
and skills in daily living
The teacher summarizes the mathematical skills or principles to differentiate
H. Making generalizations
infinite geometric sequence from finite geometric sequence.
and abstractions about
Finite geometric sequence is a sequence with a definite number of terms.
the lesson
Infinite geometric sequence is a sequence with indefinite number of terms
I. Evaluating Learning Identify the following sequence whether it is finite or infinite geometric
sequence. If finite , determine the last term.
1. 2/3, 2, 6,… Infinite geometric sequence
2. 1, 5, 25,…625 Finite geometric sequence, 625 is the last term
 3. 32, 16, 8, 4, 2 Finite geometric sequence, 2 is the last term
4. 1, 10, 100,…10 000 Finite geometric sequence, 10 000 is the last term
5. 0.8, 1.6, 3.2, 6.4, 12.8,… Infinite Geometric sequence
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your
students’ progress. What works? What else needs to be done to help the
VI. REFLECTION
pupils/students learn? Identify what help your instructional supervisors can
provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lesson
work? 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