Detailed Lesson Plan in Mathematics for Grade 10

I. Learning Objectives
MOST ESSENTIAL LEARNING COMPETENCY
Illustrates an arithmetic sequence and; determines arithmetic means and nth
term of an arithmetic sequence (M10AL-Ib-1 M10AL-Ib-c-1 )

At the end of the lesson, the students will be able to:

1. Define arithmetic sequence.

2. Supply the missing terms of an arithmetic sequence.

II. Subject Matter:

A. Topic: Arithmetic Sequence

B. References:
 Worksheets (https://cdn.kutasoftware.com/Worksheets/Alg2/Arithmetic
%20Sequences.pdf)
 Arithmetic Sequence, page 3, 13, 37
https://lrmds.deped.gov.ph/detail/416
C. Materials: Visual Aids, Laptop, Projector and etc.
D. Value Focus: Creativity, Collaboration, Resourcefulness, Critical Thinking

III. Procedure:
Teacher’s Activity Student’s Activity
A. Activity
 Preliminary Activities
Shatna: Let’s bow our head and pray. In the
1. Prayer name of the Father, and of the Son, and of
Class, let us all stand up and let us pray. the Holy Spirit………Amen.
Shatna, please lead the prayer.

Amen!
“Good morning, ma’am! Good morning,
2. Greetings classmates!
Good morning, class!
“Hi seatmate, have a wonderful day!”
Before you take your seats, can you tap the
right shoulder of your seatmate and saying
“Hi seatmate, have a wonderful day!” with a
big smile.

You may take your seats. “Yes, Ma’am!

3. Attendance Class President: “No absentees for today

 Class President, who are the absents for ma’am”
today?

There are no absentees for today, very

good!

So, I think we’re now ready to start this “Yes, Ma’am”

day.

4. Review

Okay class! Let’s have first a review on

what we have discuss last meeting. So, (Students raise their hands)
anyone from the class who can share
our topic last meeting?
Yes, Ghin?

Very good, Ghin! Ghin: Ma’am we have defined arithmetic

To refresh you from the previous topic sequence.
that we have discussed, you will have an
activity first entitled “Guess the Magic”.
Identify the next three terms in the given
set of numbers.

1. 1, 5, 9, 13, 17, ___, ___, ___ 1. 21, 25, 2

2. -12, -7, -2, 3, 8, ___, ___, ___ 2. 13, 18, 23
3. 0, 15, 30, 45, ___, ___, ___ 3. 60, 75, 90
4. 1, -1, 1, -1, 1, -1, ___, ___, ___ 4. 1, -1,1
5. 2, -4, 4, -16, 32, ___, ___, ___ 5. -64, 128, -256
6. 2.13, 2.25, 2.37, ___, ___, ___ 6. 2.61, 2.73, 2.85
7. -37, -31, -25, -19, ___, ___, ___ 7. -25, -31, -37
8. 5, 10, 16, 23, 31, ___, ___, ___ 8. 40, 50, 61

Job well done class!

From our activity, we learned that this
patterns and numbers formed a
sequence and as we observe this
sequence have a pattern or
sequence. Mathematically, we can
define a sequence as function whose
domain is a finite set of positive
integers {1, 2, 3, …, n} or an infinite set
{1, 2, 3, …}. Each element or object in
the sequence is called term. A
sequence having last term is called
finite sequence while a sequence with
no last term is called infinite
sequence.
Sequences may come in rule form.
 These are sequences stated in general
or nth terms.

LESSON PROPER
 Motivation
Before we proceed to our lesson today,
do you have any clarifications or “No ma’am”
questions class?

Okay! For today’s lesson, we will have a

group activity but before that, let’s have 3
group. Row 1 for group 1, row 2 for (Students will group their selves and form a
group 2 and row 3 for group 3 and you small circle)
will form a small circle.

Please choose a leader and a secretary (Students will choose a leader and
in your group. And write all your names secretary)
in a ¼ piece of paper.

So, I have a popsicle sticks here and a

sheet of paper. By group, you will be
given a 50 popsicles sticks.
So, here’s the direction for today’s (Students will do the activity)
activity.
(Flash the direction/PPT)

You have only 2 minutes to do the

activity. If you’re done, each group
leader will pass the sheet of paper for “Yes, Ma’am”
the answers and the names.

After 2 mins….
Time’s up! Leaders, please pass all the
papers. (Leaders will pass the paper)

Motive Questions:
1. Is there a pattern in the number of
sticks?
2. How is each term (no. of sticks) “Yes ma’am”
found?
3. What is the difference between any “By adding 3 to the preceding term, ma’am”
two consecutive terms?

Based on our activity, what you think will be “3 ma’am”

our lesson for today?
Your right! Our lesson for today is all “It will be all about Arithmetic Sequence
about Arithmetic Sequence. ma’am”
 From the squares made of popsicle
sticks, how many popsicle sticks are
there in 1st square?
“4 sticks ma’am”
Correct! How about for the 2nd square?

Good! Next, in 3rd square? “7 sticks ma’am”

And lastly, in the 4th square? “10 sticks ma’am”

Good! What can you observe from the “13 sticks ma’am”
pattern from using the popsicle sticks?

Correct! So, what is the common “It has a common difference ma’am”
difference of each sticks?
Very good, class!
“3 ma’am”
The sequence generated from the given
scenario which is 4, 7, 10, and 13 is an
example of an Arithmetic Sequence
because it is formed by adding a
constant number which is 3 to the
preceding term to obtain the next. The
constant number 3 is the common
difference, denoted as d, which can be
obtained by subtracting two consecutive
terms.
So, in finding the common difference, the
formula is d=a2 – a 1.

Okay! Do you understand? Is there any

question?
“None Ma’am”
B. Analysis
Now that you know how to identify if the
sequence is an arithmetic and to find the
common difference, let’s discuss how
supply the missing term in arithmetic
sequence.

Supply the missing terms in each arithmetic

sequence:
1. 2, 8, 14, _, _
So, what is the common difference?
“6 ma’am”
Yes, 6 is the common difference.
So, what will be the missing terms?
“Ma’am, 20 and 26”
2
2+6=8
 8+6=14
14+6=20
20+6=26
Correct, the missing terms are 20 and
26.

2. 3, 14, _, _, 47
Here in number 2, what is the
common difference?
“11 ma’am”
Correct! 11
The missing terms are?
“25 and 36, Ma’am”
3
3+11=14
14+11=25
25+11=36
36+11=47
So, the missing terms here in number
2 are 25 and 36.

3. __, __, 1, 5, 9
Okay, here in number 3. What is the
common difference?
“The common difference is 4, ma’am”
Very good! 4 is the common
difference. And the missing terms
are? “-3 and -7, ma’am!”

9
9-4=5
5-4=1
1-4=-3
-3-4=-7
Very good! The missing terms are -7
and -3

In our activity how did you find the

common difference? - (students give their answers)

Were you able to answer them

easily? If not, which item/s did you
find it difficult to answer? - (students give their answers)

Now, let’s have a more detailed

discussion of our lesson for today
about arithmetic sequence. “Yes, ma’am”

C. Abstraction
Based on our activity specifically
number 3, how can you supply the
missing terms if the missing terms are
in the first term using the nth terms of “By solving first, the sum or difference to get
the arithmetic sequence? the next or previous number, ma’am”

Okay! To get the missing terms in the

first term. First, we will deepen the
understanding of arithmetic
sequence.

An arithmetic sequence is a
sequence where every term after the
first is obtained by adding a constant
called the common difference. The
first n terms of an arithmetic sequence
with a1 as first term and d as common
difference are
a 1 , a1 +d , a1 +2 d , , ,a 1+(n−1)d

So, from this one, we can form the

formula to find the nth term of the
arithmetic sequence.

The nth term of an arithmetic

sequence is defined as:
a n=a1 +(n−1)d
where:
an = value of nth term
a1 = 1st term
n = the number of terms
d = common difference

From the number 3 example

__, __, 1, 5, 9

Given:
a1 = 1
Why 1? Supposed our 1st term
Here is 1
n=0
0? Because there is no number of
terms

d=4
Let’s solve for the 2nd term

a n=a1 +(n−1)d
a 0=1+(0−1)4
a 0=−3
 Let’s solve for the 1st term

Note: The a 1 here is −3

a n=a1 +(n−1)d
a 0=−3+(0−1)4 “None ma’am”
a 0=−7
Okay! Any question?

D. APPLICATION
From this time, I want you take a look
on the problem here in the board.
Now it’s your turn to solve for nth term.

Suppose you jog every day to

maintain good health. On the 1st day
of the week you ran 150 meters; on
the 2nd day, 155 meters; on the 3rd
day, 160 meters; and on the 4th day,
165 meters. How many meters
should you cover on the 8th day?

With this, we make a table

No. of 1 2 3 4 n=8th
Days day?
No. of 150 155 160 165
Meter
s

To solve the meters in the 8th day, we

“a n=a1 +(n−1)d , ma’am”
will use the formula of nth term of
arithmetic sequence.

What is the formula?

Very good!
a n=a 1+(n−1)d
“150 ma’am”
What are the given?
a n=a 8
a 1=¿ to?
“8 ma’am”
Very good!
a 1=150 “Because we will find the 8th day ma’am”
n= to?

Why 8? “5 ma’am”
Correct! n=8because we will find the
 8th day/term.

The common difference is?

Very good! The common difference

(d) is 5.

So, let’s solve!

a n=a 1+(n−1)d
a 8=150+(8−1)5
a 8=185

Therefore, 185 meters on the 8th day.

No. of 1 2 3 4 n=8th
Days day?
No. of 150 155 160 165 185
Meter
s

Teacher’s Activity Student’s Activity

To test if you really understood (student actively participated and started
our lesson for today, I will be answering)
giving you a seatwork to answer.

Seatwork: 1 whole sheet of paper, 15

minutes.

Direction: Give the common difference

& supply the missing terms in each
arithmetic sequence.

1. 2, 5, 8, _,

2. -8, _, _, 7, 12

3. _, _, 1, 7, 13

4. 6, 7, 8, _, _,

5. 10, 6, _, _, -6

Expected answers:
1. (11, 14 d= 3)
2. ( -3, 2, d=5)
3. ( -11, -5, d=6)
4. (9, 10 d=1)
5. (4, -2 d=4)
 V. Assignment:
What to do Direction: Find the following nth terms in an arithmetic
sequence with 25 as the first term and 3 as the common
difference (d).

1. 3rd term 2. 5 th term

Where to put/write 1 whole sheet of paper (yellow pad)

When to submit (next meeting during math class schedule)

Criteria Criteria Outstanding Satisfactory Developing Beginning

10 7 5 3
Comput All Computation Computation Computation
ation computation is generally is generally is incorrect.
is complete correct and incorrect
and correct. complete but and/or
may contain incomplete.
minor flaws.
Neatnes Orderly Orderly Packet with Disorderly
s packet and is packet and is several with many
incredibly net with few smudges. smudges.
neat with no smudges.
smudges.
Work All work is Most work is Some steps Students did
shown meticulously meticulously for problem not show any
shown. shown. solving are work.
missing.

VI. Remarks:
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 VII. Refection:

Prepared by:

RHOSEMARIE M. GURION
Student Teacher