School Bagong Barrio National High Grade Level 10

Teacher Lovely Sheen R. De Leon Learning Area MATHEMATICS

GRADE 10
Teaching Dates and September 2 - 6, 2024 Quarter FIRST
DAILY LESSON LOG Time 10 – Einstein 12:30 – 1:40
10 – Fermat 1:50 – 3:00
10 – Cartwright 4:50 – 6:00

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES

1. Content The learner demonstrates understanding of key concepts of sequences.

Standards

2. Performance The learner is able to formulate and solve problems involving sequences in different discipline through
Standards appropriate and accurate representations.

3. Learning Illustrates a geometric Differentiates a geometric Differentiates a finite The learner determines
Competencie sequence. sequence from an geometric sequence the geometric means
s arithmetic sequence. from an infinite between terms of a
( M10AL-Id-1)
geometric sequence. geometric sequence.
( M10AL-Id-2 )
a. Illustrate geometric (M10AL-Ie-1)
sequence. a. Differentiate a M10AL-Id-3 )
a. Solve the common
geometric sequence from a. Differentiate a finite
b. State whether the given ratio when two
an arithmetic sequence. geometric sequence
sequence is geometric or consecutive terms are
not. b. Tell whether the given from an infinite given
sequence is geometric or geometric sequence.
c. Develop explorative b. Find the common
arithmetic. b. Tell whether the
skills in doing each task. ratio when the first and
Objectives
c. Value critical thinking. given geometric last terms are given
sequence is finite or
infinite. c. Appreciate the use
of the common ratio in
c. Value critical solving geometric
thinking. sequence.

Illustrating Geometric Differentiating Geometric Differentiating Finite Finding the Common

Sequence Sequence from an Geometric Sequence Ratio of Geometric
II. CONTENT
Arithmetic Sequence. from an Infinite Sequence
 Geometric Sequence.

III. LEARNING
RESOURCES

A. References

1. Teacher’s pp. 22 – 24 pp. 24 - 26

p. 24
Guide

2. Learner’s pp. 26-28 pp. 12, 27, 39 - 40 pp. 31 – 42

p. 30
Materials

3. Textbook Our World of Math,

Julieta G. Bernarbe et.
al., pp. 22 and 33

4. Additional http://
Materials whatis.techtarget.com/
from definition/infinite-
Learning sequence
Resources
(LR)
portal

B. Other Laptop Laptop Laptop Grade 10 LCTGs by

Learning DepEd Cavite
Resources Mathematics 2016

PPT, Laptop, Monitor,

Activity Sheets

IV. PROCEDURES

A. Reviewing DIVIDE AND CONQUER SPEED AND ACCURACY LET’S GROUFIE Hep, Hep! Hooray
previous lesson or TEST
Direction:
presenting the new
(Using a flashcard, I will
lesson 1. Choose two With your own set Identify if the given
be showing a sequence,
representatives from each criteria, group the sequence is geometric
fill in the missing item.
group: A and B. following: or not. Say Hep, Hep! if
First to give the correct
geometric, otherwise
answer will get a price. ) ● Line
say Hooray!
2. Members A will be the
 one to answer on the ● Line segment
board.
1. 8, 3, -2, __, -12, … ● 1, 2, 3, 4, 5, … 1. 7, -14, 21, -28
100
2. 120, 60, 30, __, … 2. 20, 15, 10, 5,…
3. Members B should ● 1, 2, 3, 5, 7, 11,
3. 5, __, 80, 320, … 3. 1, 4, 9, 16,…
position themselves 13, 17, …
4. -1, __, 17, 26, … 4. 9, -9, 9, -9,…
in a row at the same ● Natural numbers
distance from the board. 5. __, 1, 3, 9, … 5. 1, 1/3, 1/9, 1/27,…
● Even numbers
less than 50

4. Every correct answer

made by member A will
allow member B to move 1
step forward.

5. The group with the

second member

closest to the board will

be considered winner.

Find the ratio of the

second number to the first
number.

1. 2, 8 6. 16, 32

2.-3, 9 7.-49, 7

3.1, ½ 8. ¼, ½

4.-5, -10 9. 2/3, ¾

5.12, 4 10. ½, 1

B. Establishing a Ratio is a relationship Geometric and In the previous 1. Which of the

purpose for the between two quantities arithmetic sequences discussions, geometric sequences are
lesson normally expressed as the involve different sequence is a sequence
 quotient of one divided by operations. where each term after geometric?
the other. the first is obtained by
The given sequences 2. How do we know
multiplying the
All answers you got in are examples of both. that the sequence is
preceding term by a
the previous activity are geometric?
Which are geometric nonzero constant called
examples of ratio.
sequences? Which are the common ratio. 3. Identify the common
You need the concept arithmetic sequences? ratio of the given
There are two types
of ratio in order to geometric sequence in
Let us find out as we of geometric sequence
understand the next kind the previous activity.
consider the following namely: finite
of sequence.
activities: geometric sequence
Let’s explore in the and infinite geometric
next activity. sequence.

Into what aspect

they differ, that’s for us
to find out.

C. Presenting WATCH AND SEE READ AND ANALYZE FINDING OUT Illustrative Examples:
examples/Instances
Divide the first number by 1. Do you remember the Considering the given
of the new lesson
the second whenever sitting arrangement done items above, we could
1. Solve the common
possible. Record the result last year when you took group them this way:
ratio in the geometric
from least to greatest. the NCAE. There were 30
sequence 4, __, __, __,
students in each room.
64
The table 1 shows that the
1. 54, 3 number of students varies
directly as the number of
( Ans: 2, 6, 18 ) rooms or as the number of Step 1: Identify the
rooms increases, the first term, last term
2. 32, 2 Group A are items
number of students also and the number of
( Ans: 2, 4, 8, 16 ) increases. Can you guess which suggest limit terms in the problem.
the number of students thus it is considered
3. 375, 5 finite.
when there are 12 rooms
( Ans: 3, 15, 75 ) used? Table 1 is an a1 = 4 a5 = 64 n
example of Arithmetic =5
Sequence. Group B are items
whose last value cannot
Notice the sequence
be determined. It has Step 2: Use the
formed by the quotients
no limit, therefore, they formula, an = a1r(n-1)
arranged from least to
greatest. are infinite. which we learned from
our past lesson to find
Those are examples of
the common ratio.
geometric sequence.
2. Suppose that the an = a1r(n-1)
The next number could
number of a certain 64 = 4r5-1
be obtained by multiplying
bacteria grows as shown
the preceding number by 64 = 4r4
in table 2 below. At the
the divisor used. 64 =4r4
start, there are only 1,
In geometric 000 bacteria and after 1 4 4
sequence, that constant hour the number of
16 = r4
number multiplied to the bacteria is doubled. It is
24 = r4
preceding number to consistent that based
±2 = r
obtain the next is called from the observation, the
the common ratio. number of bacteria is
always doubled every
hour. Can you tell the Answer: The common
number of bacteria after 7 ratios, r = 2 and r = -2
hours? 10 hours? Table 2
is an example of
Geometric Sequence.

A. Facts observed in

table 1:

1. The sequence of the

number of students is

30, 60, 90, 120, 150,

180

2. This is an arithmetic

sequence
 3. The first term is

increased by 30 to get

the second term, and

the second term is

increased by 30 to get

the third term, and so

forth and so on.

4. 30 is known as the

common difference

5. The operation involved

is addition or its

inverse.

D. Discussing new Fold Me Up State whether each of the State whether each of
concepts and following sequences is the following geometric
Do the activity with a 1. What are the three
practicing new arithmetic or geometric. sequences is finite or
partner. One of you will properties of the
skills # 1 Name the common infinite.
perform the paper folding geometric sequence
difference for arithmetic
while the other will do the 1) 4, 12, 36, 108,…. that we need to know
and the common ratio for
recording in the table. in order to solve the
geometric seguence. 2) 2, 6, 18, 54, 162
common ratio?
1. Start with a big square
3) 7, 14, 28, 56, 112 …
from a piece of
1) 3, 7, 11, 15, 19, 23 … 4) -3, 3, -3, 3
paper. Assume that the 2. What is the formula
area of the 2) 2, 6, 18, 54, 162 … to be used to solve the
5) , common ratio?
square is 64 square units. 3) 7, 14, 28, 56, 112 …

2. Fold the four corners to 4) 6, 24, 96, 384 …

the center of the 3. Why do we have to
5) 94, 74, 54, 34… multiply both sides of
square and find the area
the exponential
of the resulting
equation 64 = 4r4 by
square. 1/4 ?
 3. Repeat the process
three times and
4. What do we do to
record the results in the number 16? Notice
table below. that 16 = r4 becomes
24 = r4.
Squar 1 2 3
e

Area 5. Why do we cancel

the exponents in the
equation

24 = r4?

E. Discussing new 1. What is the area of the 1. How do you find doing 1. How do you find
concepts and square formed after the the activity? doing the activity?
practicing new first fold? Second fold?
2. Which of the items are 2. Which of the items
skills # 2 Third fold?
arithmetic sequence and are finite geometric
2. Is there a pattern in the geometric sequence? sequence and which are
areas obtained after 3 infinite geometric 1. Find the common
3. What are the important
folds? sequences? ratio in the sequence
characteristics that you
8, __, __, __, 128.
3. You have generated a should remember in 3. What are the
sequence of areas. What identifying arithmetic or important 2. Find the common
are the first 3 terms of the geometric sequence? characteristics that ratio in the sequence
sequence? 4, __, __, 108
you should remember in
4. Is the sequence a identifying finite
geometric sequence?
or infinite geometric
Why? sequence?

5. What is the common

ratio? The fourth term?

F. Developing State whether each of the TRY THIS… TRY THIS…

mastery (leads to following sequences is
A. Examine the sequence State whether each of Give the common ratio
Formative geometric or not. If it is,
12, 17, 22, 27, 32, … the following geometric in each of the following
Assessment 3) find the common ratio.
sequences is finite or geometric sequences:
 Step 1. Subtract the
second term by the first
1. 5, 20, 80, 320, … 1) 8, __, __, __, 5000
term
2. 72, 52, 32, 2, … infinite. 2) 3, __, __, 648

3. 5, -10, 20, -40, … 3) 7, __, __, __, __, 1701

Step 2. Check if the
4. 1, 0.6, 0.36, 0.216, … difference between the 1) 3, -6, 12, 24
third term and the second
5. 10/3, 10/6, 10/9, 10/15, 2) 64, 16, 4, 1, …
term is the same with step
… 1. 3) 8 terms of the

sequence 24, 4, , , …
Step 3. Therefore, the
4) 4 terms of the
sequence 12, 17, 22, 27,

32, … has a common sequence

difference ( d = ___)
5) all terms of the sequence 1, 2, 2, 22
Therefore, it is ________

B. Examine the sequence

2, 6, 18, 54, 162 …

G. Finding practical TRY THIS… State whether each of the State whether each of
application of following sequences is the following geometric
1. What is the common
concepts and skills arithmetic or geometric: sequences is finite or
ratio if three geometric
in daily living infinite.
1. 4, 12, 36, 108, 324… means are inserted
between 7 and 567?
2. -4, 13,, 30, 47, 64… 1) -4, -1,
3. 3, -6, 12, -24, -72 … 2) 7 terms of the
2. If six terms are to be
4. 3, 5, 7, 9, 11…
Suppose the amount of sequence 15, … inserted between
water in the bottle 5. -3, 3, -3, 3, -3… 8,748 and 4 being the
3) 6, 12, 48, …, 768 first term and last term
doubles every second. It is
consistent until the bottle 4) all terms of the respectively, What is
is filled with water having sequence 120, 60, the common ratio?
100ml after 1 second.
30, 15, …
a. Record your
 observation in 5 seconds. 5) ..., 4, 8, 16, 32, 64

b. Is the sequence formed

geometric?

c. What is the common

ratio?

H. Making A geometric sequence Arithmetic Sequence is Finite sequence is a

generalizations and is a sequence where each a sequence where each function whose domain
abstractions about term after the first is term after the first is is the finite set { 1, 2,
the lesson obtained by multiplying obtained by adding the 3, …, n }. They have a
the preceding term by a same constant, called the first and a last term. a. Determine the
nonzero constant called common difference. number of terms, first
Infinite sequence is a
the common ratio. term and last term in
Common Difference is a function whose domain
the given geometric
constant added to each is infinite set { 1, 2, 3,
sequence.
term of an arithmetic …}. A sequence that
sequence to obtain the goes on forever,
next term of the indicated by three dots
sequence. following the last listed b. Use the formula an =
number. a1rn -1 to find the
Geometric Sequence is common ratio.
a sequence where each
term after the first is
obtained by multiplying
the preceding term by a
nonzero constant called
the common ratio.

I. Evaluating State whether each of the State whether each of the State whether each of
learning following sequences is following sequences is the following geometric
Find the common ratio
geometric or not. If it is, arithmetic or geometric: sequences is finite or
of each of the following
find the common ratio. infinite.
1) 3, 9, 27, 81, 243 … geometric sequence:
1.3, 12, 48, 192, 768,…. 1) 4, -12, 36, -108
2) 7, 21, 63, 189, 567 …
2.½, 1, 2, 4, 8,… 2) all terms of the
3) 7, 14, 21, 28, 35 … 1) 5, __, __, __, __, 160
3.-5, -3, -1, 1,3,… sequence
4) 5, 25, 45, 65, 85 … 2) 3, __, __, __, -5,625
4.-5,- 8,-13, -21,- 34,… 3) 200, 100, 50, 25, …
5) 2, 8, 32, 128, 512 3) 256, __, __, 4
5.625, 125, 25, 5….. 4) 3 terms of the
 sequence 5, 15, 75,
225, … 4) 8, __, __, __, 648
5) …200, 100, 50, 25 5) 2, __, __, __, __, 2 243

J. Additional A. Follow Up A. Follow Up A. Follow Up

activities for
Think about this: State whether the given 1. Find the common
application or
sequence is an arithmetic A. Follow Up ratio of the following
remediation Is 4, 0, 0, 0,0, … a
or geometric geometric sequences
geometric sequence? List down 5 examples of (Show your solution).
1) 77, 70, 63, 56, 49 … finite geometric
sequence and 5 a) -2, __, __,
2) 6400, -1600, 400, -100,
B. Differentiate a example of infinite __,__, -64.
25 …
geometric sequence from geometric sequence.
b) 2,__, __,__, __,
an arithmetic sequence. 3) 6, 30, 150, 750, 3750 …
__, 1458

B. Answer:
B. Define a finite and an
Activity 4 and 5 B. Study
infinite geometric
Learners Module 1. Define geometric
sequences.
mean.
pp. 28 - 29
2. Insert three
geometric means
between 3 and -3072.

V. REMARKS

VI. REFLECTION

A. No. of learners
who earned 80% in
the evaluation

B. No. of learners
who require
additional activities
for remediation
 who scored below
80%

C. Did the remedial

lessons work? No.
of learners who
have caught up
with the lesson

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?

Prepared by:

LOVELY SHEEN R. DE LEON

Math 10 Teacher