GRADE 1 to 12 SCHOOL MISAMIS ORIENTAL GENERAL COMPREHENSIVE HIGH SCHOOL DATE/WEEK: BUILDING/SECTION / TIME: DIEL 2F – EMERALD 4:15PM
DAILY TEACHER HELEN A. BERBESADA Week 3 JARAULA – SILTSTONE 1:00 PM BUKSU – TOPAZ 5:15PM
LESSON LOG
GRADE LEVEL & LEARNING AREA 10 - MATHEMATICS QUARTER FIRST JARAULA – SODALITE 3:00PM JARAULA – ONYX 6:15PM
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of SEQUENCES
B. Performance Standard The learner is able to formulate and solve problems involving sequences in different disciplines through appropriate and accurate representations
C. Learning Competency/Objectives M10AL-1b-c-1 Illustrates an M10AL-Ic-2 M10AL-Ic-2 M10AL-Ic-2 M10AL-Ic-2
Write the LC code for each. Arithmetic Sequence Determine the sum of the Determine the sum of the Find the sum of the Find and evaluate each
Insert means of an terms of an arithmetic n terms of an arithmetic arithmetic sequence sum
Arithmetic Sequence sequence sequence given the nth term
II. CONTENT PATTERNS and ALGEBRA
III. LEARNING RESOURCES Learner’s Manual / E-Math by Oronce
A. References
1. Teacher’s Guide pages Page 19 Page 17, 19 Page 17-19 Page 17-19 Page 17-19
2. Learner’s Materials pages Page 14, 15, 19, 20 Page 15, 20 Page 16-17, 20-21 Page 16-17, 20-21 Page 16-17, 20-21
3. Textbook pages
4. Additional Materials from LR Portal Illustrations and examples Illustrations and examples Illustrations and examples Illustrations and examples Illustrations and examples
B. Other Learning Resource E – Math by Oronce E – Math by Oronce E – Math by Oronce E – Math by Oronce E – Math Book
IV. PROCEDURES
A. Reviewing previous lesson or Drill on what is missing? Checking of assignment Checking of assignment Letter Shuffle Checking of assignment
presenting the new lesson 35, 41, 47, 53, ___, ___, ___, 77 Drill Drill
B. Establishing a purpose for the To master skills in inserting means Let the students know how to get Let the students know how to get Let the students know how to get To learn how to write and express
lesson of an arithmetic sequence the sum of an arithmetic sequence the sum of an arithmetic sequence the sum of an arithmetic sequence the sum in a more concise way
using the Gauss Pattern using the formula
C. Presenting examples/Instances of Insert {1} between 2 and 32 Let the students do the activity #7 Introduce the formula: Show example #1: Give the definition and symbol of
the new lesson What do you think is the answer? p 15 LM #’s 1 - 5 Sn = n/2 {2a1 + (n -1) d } Find the of the first 20 terms given Summation notation
Why? How? the nth term: 18
Sn = n/2 (a1 + an) an = 4n + 1 ∑ 2𝑘 + 3
𝑘=1
D. Discussing new concepts and What do you think is the answer? How did you get the sum of the Let them do the Activity #8 page Allow students to think the easiest Show example:
practicing new skills # 1 Why? How? given activity? 16-17 LM by pair way in finding the sum of the For the sequence ½, 1, 1 ½ , 2,…
Ask volunteer students to show Allow students to show their given nth term find the S4 and S6
the solution on the board solutions on the board Allow them to share their ideas
E. Discussing new concepts and Show another problem involving Show examples on how to get the Find the sum of the arithmetic Show example #2: Show example:
practicing new skills # 2 arithmetic means posted on the arithmetic sequence from 1 – 10 sequence given a1 = 50, d = 3 and Find the of the first 20 terms given Find and evaluate the sum
By getting the sum of each pair and
board multiply it by how many pairs n = 12 the nth term: ∑4𝑘=1 5𝑘
an = 7 – 5n
F. Developing mastery If five arithmetic means are Find the sum of the first 18 terms Let them do the Activity #12 p 20 Drill: Groupings:
(leads to Formative Assessment 3) inserted between -9 and 9, what is of the arithmetic sequence 3, 5, 7, Letter B only Boys vs Girls Message Relay
the third mean? 9, 11, …
G. Finding practical application of Our ability to study patterns and relationships had led to many discoveries and inventions. It helps us to recognize options, develop decision-making skills and come up with unusual
concepts and skills in daily living means of tackling a problem. Have you ever devised a tool or found an ingenuous way of doing things that helped simplify your work? Share it in class. It could be an unusual or
creative way of reviewing for an exam or a device that helped you organize your personal things neatly. How did you come up with the idea?
H. Making generalizations and Reasoning: Think About This: The sum of n terms of an
abstractions about the lesson Did you find the nth term of an Using the Gauss pattern , can you arithmetic sequence is given by:
Arithmetic sequence helpful in find the sum of the first one million Sn = n/2 (a1 + an) if an is given CUBING CUBING
finding the arithmetic means? natural numbers in less than 10 Sn = n/2 {2a1 + (n -1) d } if an is not
seconds? Try it. given
I. Evaluating learning Answer p 20 Letter B LM Let the students do the activity Answer p 21 Activity #12 ¼ sheet of paper find the sum of Short quiz
#’s 3, 4 and 5 #12 p20 LM #’s 1-3 only Letter D only the first 20 terms given the nth
term an = n + ½
J. Additional activities for application Assignment: page 19 LM Assignment: page 20 Activity #12 Assignment: Answer p 21 Write out the first term and the last Read in advance about
or remediation Activity 11 #’s 6-10 LM #’s 4-8 only Activity #12 Letter E only term, then find the indicated sum: Geometric Sequence
the sum of 2k + 3 such that k goes
from 1 to 18
V. REMARKS
VI. REFLECTION
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for remediation
who scored below 80%
Did the remedial lessons work? No. of learners who have caught
up with the lesson
No. of learners who continue to require remediation
Which of my teaching strategies worked well? Why did these
work?
What difficulties did I encounter which my principal or supervisor
can help me solve?
What innovation or localized materials did I use/discover which I
wish to share with other teachers?
Prepared by: Checked by: Noted: Attested:
HELEN A. BERBESADA JANNETH Q. RONDINA EDITHA F. VALMORIA PEDRO R. ESTAÑO JR., Ph.D.
Teacher 1 Master Teacher 1 – Math Department OIC, Math Department Secondary School Principal IV