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QUARTER I
Week 6

Subject: MATH Grade Level: 10

Date: __________________ Day 4
The learner demonstrates understanding of key concepts
Content Standard
of sequences, polynomials and polynomial equations.
The learner is able to formulate and solve problems
involving sequences, polynomials and polynomial
Performance Standard
equations in different disciplines through appropriate and
accurate representations.
M10AL - If- 2
Competency
Solves problems involving sequences.

I. OBJECTIVES
Knowledge: Describe harmonic and Fibonacci sequences.
Skills: Solve problems involving harmonic & Fibonacci
sequences.
Affective:  Appreciate the application of sequences in real life
situations
Solving Problems Involving Sequences
II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 10, pp. 17-31
Pages
2. Learner’s Mathematics Learner’s Materials Pages 39-44
Materials Pages
3. Textbook Pages Integrated Mathematics III. 2001. Pp.13, 16-17, 23, 28
E-Math Worktext in Mathematics p. 2 - 58
4. Additional Task Cards
Materials
5. Learning Resources MATH II, EASE MODULE 3, pp. 11-12
(LR) portal https://lrmds.deped.gov.ph/detail/869
B. Other Learning http://csexcelgroup.tripod.com/new_page_8.htm
Resources
IV. PROCEDURES
A. Reviewing or Review on the characteristics and definitions of the
presenting the new different types of sequences: harmonic and Fibonacci.
lesson

Prepared by: MAILYN B. ESCOTON, SST-III

BAGTIC NATIONAL HIGH SCHOOL, MABINAY II
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B. Establishing a GAME
purpose for the lesson Divide the class into 10 groups. Provide 1/8 illustration
board and chalk per group. Show the questions in a strip
of paper and let the group raise their answers after a
minute. The group with the highest points wins.

State whether the given sequence is arithmetic, geometric,

harmonic, or part of a Fibonacci. Then, give the next term
of the sequence.

1.8, 16, 24, 32, … 6.1/24, 1/20, 1/16, 1/12, …

2. 1/3, 1/9, 1/27, 1/81, … 7. 2√2 , 5√2, 8√2, 11√2, …
3.1296, 216, 36, 6, … 8. 6/11, 6, 17, 6/23, 6/29
4. 8, 13, 21, 21, 34, 55, … 9. 6, -18, 54, -162
5. ¾, 1, 5/4, 3/2, … 10. 40, 8, 8/5, 8/25, …

Answers: See attachments

C. Presenting examples The knowledge on the different types of sequences can be
of the new lesson used in solving word problems related to real life.
D. Discussing new The first four Fibonacci numbers are 0, 1, 1 and 2, what is
concepts and the twelfth number?
practicing new skills
#1 Solution.
Fifth number = 1 + 2 = 3
Sixth number = 2 + 3 = 5
Seventh number = 3 + 5 = 8
Eighth number = 5 + 8 = 13
Ninth number = 8 + 13 = 21
Tenth number = 13 + 21 = 34
Eleventh number = 21 + 34 = 55
Twelfth number = 34 + 55 = 89

Expected Answer: 89

E. Discussing new Find the 12th term of the harmonic sequence 1/9, 1/12,
concepts and 1/15...
practicing new skills
#2 Solution:
Find the reciprocals: 9, 12, 15, …
Find the 12th term of the corresponding arithmetic
sequence.
a12=a1+ (n-1) d
a12=9 + (12-1) (3)
a12 = 42
Therefore, the 12th term of harmonic sequence is 1/42.

Prepared by: MAILYN B. ESCOTON, SST-III

BAGTIC NATIONAL HIGH SCHOOL, MABINAY II
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If the first three Fibonacci numbers are given as x1 = 1,

F. Developing Mastery x2 = 1 and x3 = 2, then what is the least value of n for
which xn > 500?

x4 = 1 + 2 = 3
x5 = 2 + 3 = 5
x6 = 3 + 5 = 8
x7 = 5 + 8 = 13
x8 = 8 + 13 = 21
x9 = 13 + 21 = 34
x10 = 21 + 34 = 55
x11 = 34 + 55 = 89
x12 = 55 + 89 = 144
x13 = 89 + 144 = 233
x14 = 144 + 233 = 377
x15 = 233 + 377 = 610 > 500

Expected Answer: Therefore, the least value of n for

which xn > 500 is n = 15
G. Finding practical Use drawings and tables to analyze this problem.
applications of
concepts and skills in Consider the rabbit population at the beginning of 6
daily living months. How many pairs of rabbits are there in 8 months?

Solution.

Therefore, there are 21 pairs of rabbits after 8 months.

H. Making A sequence (an) is a set of real numbers that is formed

Generalizations and according to a certain logical order. All numbers in a

Prepared by: MAILYN B. ESCOTON, SST-III

BAGTIC NATIONAL HIGH SCHOOL, MABINAY II
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abstractions about sequence follow a definite pattern.

the lesson
Knowledge of the different types of sequences is useful in
solving problems related to real life.

I. Evaluating learning If the first three Fibonacci numbers are given as x1 = 1,

x2 = 1 and x3 = 3, then what is the higest value of n for
which xn < 200?

x4 = 1 + 2 = 3
x5 = 2 + 3 = 5
x6 = 3 + 5 = 8
x7 = 5 + 8 = 13
x8 = 8 + 13 = 21
x9 = 13 + 21 = 34
x10 = 21 + 34 = 55
x11 = 34 + 55 = 89
x12 = 55 + 89 = 144<200

Expected Answer: Therefore, the highest value of n for

which xn < 200 is n = 12
J. Additional Assignment. (To be presented the next day)
Activities for
application or The students will be divided according to their interests.
remediation Give the task card per group. (see attachments)

Group 1. ACTORS
Task. Present a 2-3-minute skit showing the application of
sequences in our daily life.

Group 2. SINGERS
Task. Present a 2-3-minute jingle showcasing the
important concepts of sequences.

Group 3. ILLUSTRATORS
Create a poster showing Fibonacci sequence in Nature.

Group 4. WRITERS
Create a “poem” showcasing important concepts of
sequences. Present your output to the class.

Your final task will be graded using the following rubric:

1. CONTENT/RELEVANCE TO THE THEME -

20 points

Prepared by: MAILYN B. ESCOTON, SST-III

BAGTIC NATIONAL HIGH SCHOOL, MABINAY II
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Mathematical concepts are clearly illustrated.

There are no deviations made that lead to
misinterpretation of the concepts discussed.

2. PERFORMANCE/OUTPUT - 20 points
The performance/output shows creativity and
resourcefulness. The delivery has great impact to
the audience.

3. COLLABORATION - 10 points
The group shows teamwork and cooperation.
Tasks are well distributed to all members.

Be ready to give feedback to the performance of the group

that would present next to you. Your review/comments on
their performance should also be in accordance to the
given rubrics.

* Teacher will give time for students to review the

performance of their classmates before she would give her
feedback.
V. REMARKS
VI. REFLECTION
A. No. of learners who A. _____ No. of learners who earned 80% in the
earned 80% in the evaluation
evaluation
B. No. of learners who B. _____ No. of learners who require additional activities
require additional for remediation
activities for remediation
C. Did the remedial C. Did the remedial lessons work? _____ No. of learners
lessons work? No. of who have caught up the lesson.
learners who have caught
up the lesson
D. No. of learners who D. _____ No. of learners who continue to require
continue to require remediation
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? _____ Group collaboration
Why did these work? _____ Games
_____ Powerpoint Presentation
_____Answering preliminary activities/exercises
_____ Discussion
_____ Case Method
_____ Think-Pair-Share (TPS)

Prepared by: MAILYN B. ESCOTON, SST-III

BAGTIC NATIONAL HIGH SCHOOL, MABINAY II
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_____ Rereading of Paragraphs/Poems/Stories

_____ Differentiated Instruction
_____ Role Playing/Drama
_____ Discovery Method
_____ Lecture Method

Why?
_____ Complete IM
_____ Availability of Materials
_____ Student’s eagerness to learn
_____ Group member’s Cooperation in doing their tasks
F. What difficulties did I
encounter which my
principal and supervisor
help me solve?
G. What innovation or
localized I used/discover
which I wish to share
with other teacher?

Prepared by: MAILYN B. ESCOTON, SST-III

BAGTIC NATIONAL HIGH SCHOOL, MABINAY II
 MATHEMATICS RESOURCE PACKAGE

ATTACHMENTS
Session: 4 (1 day)

Content: Arithmetic Sequence

DISCUSSIONS:
A harmonic sequence is a sequence such that the reciprocals of the terms
form an arithmetic sequence.

In a harmonic sequence, each term is the harmonic mean of the

neighboring terms.

The harmonic mean of the terms of the harmonic sequence is the term
halfway between the two original terms.

Fibonacci sequence is a sequence where its first two terms are either both
1, or 0 and 1; and each term, thereafter, is obtained by adding the two
preceding terms.

Prepared by: MAILYN B. ESCOTON, SST-III

BAGTIC NATIONAL HIGH SCHOOL, MABINAY II
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ANSWER KEY

Answer

SUPPLEMENTAL ACTIVITIES

TASK CARDS

Group 1. ACTORS Group 2. SINGERS

Task. Present a 2-3-minute skit Task. Present a 2-3-minute

showing the application of jingle showcasing the important
sequences in our daily life. concepts of sequences.

Group 3. ILLUSTRATORS Group 4. WRITERS

Create a poster showing Create a “poem” showcasing

Fibonacci sequence in Nature. important concepts of
sequences. Present your output
to the class.

Prepared by: MAILYN B. ESCOTON, SST-III

BAGTIC NATIONAL HIGH SCHOOL, MABINAY II
 MATHEMATICS RESOURCE PACKAGE

REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS

MATHEMATICS 10 LEARNERS’ MODULE

Authors: Melvin M. Callanta, Allan M. Canonigo, Arnaldo I. Chua, Jerry D.
Cruz, Mirla S. Esparrago, Elino S. Garcia, Aries N. Magnaye, Fernando B.
Orines, Rowena S. Perez, and Concepcion S. Ternida
Printed in the Philippines by REX Book Store
Department of Education-Instructional Materials Council Secretariat (DepEd-
IMCS)

B. TEXTBOOKS

Integrated Mathematics III. 2001. Pp.13, 16-17, 23, 28

E-Math Worktext in Mathematics p. 2 – 58
MATH II, EASE MODULE 3, pp. 11-12

C. INTERNET SOURCES:

http://csexcelgroup.tripod.com/new_page_8.htm
https://lrmds.deped.gov.ph/detail/869

Prepared by: MAILYN B. ESCOTON, SST-III

BAGTIC NATIONAL HIGH SCHOOL, MABINAY II