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    Daily Lesson Plan: Esperanza National High School

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    gerona.marqueza

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    Daily Lesson Plan: Esperanza National High School

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    gerona.marqueza
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    Math-10-LP.LC2

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    Daily Lesson Plan: Esperanza National High School

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    gerona.marqueza

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    Republic of the Philippines

    Department of Education
    Region VIII (Eastern Visayas)
    Division of Leyte
    ESPERANZA NATIONAL HIGH SCHOOL
    Matalom, Leyte
    DAILY LESSON PLAN

    Name of Teacher REGINE M. MANOTA Grade Level and Section Grade 10- Dahlia & Daffodil
    Teaching Date August 5, 2024 Learning Area MATHEMATICS
    Teaching Time 7:30-8:15 , 8:15-9:00 Quarter First
    I. CONTENT The learner demonstrates understanding of key concepts of sequences
    STANDARD
    The learner is able to formulate and solve problems involving sequences in different
    PERFORMANCE disciplines through appropriate
    STANDARD
    and accurate representations.
    LEARNING
    COMPETENCY
    Generate and describe patterns M10ALIa-1
    At the end of the lesson, the learners can:
    • Describes an arithmetic sequence by giving the formula for the nth term
    Objective/s
    • Finds the formula for the general term given some terms of the sequence

    • Observes the value of accuracy in finding the general term of a given sequence
    II. CONTENT and
    LEARNING
    RESOURCES
    A. Topic Arithmetic Sequence
    B. Key Behavioral
    Accuracy
    Indicator
    C. Integration
    Teacher’s Guide (TG) in Mathematics 10, pp. 15
    D. References
    Mathematics Learner’s Materials Pages 9 - 11

    III. PROCEDURES

    Review the past lesson.


    A. Reviewing
    previous 1.What was our lesson yesterday?
    lesson
    2. Differentiate finite sequence from infinite sequence.

    B. Establishing a In the past lesson, some terms of a sequence were found after being given the
    purpose for general term. In this lesson, the reverse is done. That is, given some terms of
    the Lesson the sequence, try to find the formula for the general term.

    1. Find a formula for the nth term of the sequence 2, 8, 18, 32,…

    C. Activity/ 2. Determine the general term for each of the following sequence 4, 9, 14, 19,
    Motivation …

    D. Analysis
    Republic of the Philippines
    Department of Education
    Region VIII (Eastern Visayas)
    Division of Leyte
    ESPERANZA NATIONAL HIGH SCHOOL
    Matalom, Leyte
    DAILY LESSON PLAN

    Questions:
    1. How did you find the general term or the formula to find the nth term?
    2. What was your first step in solving the sequence?
    3. What are the things to consider before you can generate the formula?
    -To firm up these lessons, the learners are given illustrative examples after the
    discussion.
    -Entertain and answer questions and clarifications about the lesson.
    To Find the General Term of a Sequence:
    1. Study each term of the sequence as it compares to its term number.
    Then answer the following questions:
    a. Is it a multiple of the term number?
    b. Is it a multiple of the square or cube of the term number? If
    each term is a multiple of the term number, there will be a
    common number.
    2. Examine the sequence. Does it increase or decrease?
    E. Abstraction
    a. If it increases slowly, consider expressions that involve the
    term number plus or minus a constant like: n + 2 or n – 3.
    b. If it increases moderately, think about multiples of the term
    number plus or minus a constant like: 2n or 3n – 1.
    c. If the sequence increases very rapidly, try powers of the
    term number plus or minus a constant like: n2 or n2 + 1.
    3. If the sequence consists of fractions, examine how the
    denominator and numerator change as separate sequences.
    An atom consists of energy levels. Each energy level can hold a maximum
    F. Application number of electrons. For the first 4 levels, these numbers are 2, 8, 18, 32. Find
    the formula for the nth term of the sequence.

    Find the general term, an, for the given terms of the sequence.
    1 1 1 1
    G. EVALUATION , , , ,. . .
    1. 3, 7, 11, 15,… 3. 2 4 8 16
    2. 0, -4, -8, -12,…
    IV. REMARKS
    V. REFLECTION

    VI.

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