GRADE 10 School Bonifacio National High School Grade Level 10

DAILY LESSON LOG Teacher CHRISTIAN M. DELIMA Learning MATHEMATICS

Area
Teaching Dates and Quarter FIRST
Time

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content The learner demonstrates understanding of key concepts of sequences, polynomials, and
Standards polynomial equations.
2. Performance The learner is able to formulate and solve problems involving sequences, polynomials, and
Standards polynomial equations in different disciplines through appropriate and accurate
representations.
3. Learning The learner The learner generates The learner generates The learner
Competencies generates patterns. patterns. (M10AL-Ia- patterns. (M10AL-Ia- generates
(M10AL-Ia-1) 1) 1) patterns. (M10AL-
Ia-1)
Objectives
a. Define a. Identify the first a. Find the general a. Solve
sequence. few terms of a or nth term of a problems
b. Identify the sequence given sequence involving
next term of a the nth b. Identify the sequence.
sequence term/equation. pattern of each b. Identify the
c. Value b. Determine the sequence nth term of
accumulated pattern of the c. Value the given
knowledge as given rule. accumulated problem.
means of new c. Value knowledge as c. Value
understanding. accumulated means of new accumulated
knowledge as understanding. knowledge
means of new as means of
 understanding. new
understandin
g.

Sequence Identify the First Find the nth term of Problems

II. CONTENT Few Terms of a a Sequence involving
Sequence given the Sequence
nth Term of a
Sequence
III. LEARNING
RESOURCES
A. References
1. Teacher’s pp. 14-15 14-16 14-16 14-16
Guide
2. Learner’s pp. 9-10 9-11 9-11 9-11
Materials
3. Textbook Next Century
Mathematics, Mirla S.
Esparrago et.al., pp.2
and 15
4. Additional www.world.mathigon. https://
Materials from org www.youtube.com/
Learning watch?
Resources (LR) v=UuceRRQGk8E
portal
B. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources Grade 10 LCTGs by DepEd Cavite DepEd Cavite DepEd Cavite
DepEd Cavite Mathematics 2016 Mathematics 2016 Mathematics 2016
Mathematics 2016 PPT, Laptop, Television PPT, Laptop, PPT, Laptop,
PPT, Laptop, Monitor Television Television, Activity
Notebook
IV. PROCEDURES
A. Reviewing previous With Pattern or GROUP YOURSELF Think-Pair-Share Study and
lesson or presenting the Without Pattern? complete the
new lesson The teacher will Find the next three pattern given in
Identify if each give the pattern or terms of the given each item.
picture below shows sequence and the sequence.
a pattern or not. If students will identify 1.
there is a pattern, put the next term by 1.
a check mark (✓) and grouping themselves. 2. 2. 2, 4, 8, 16, ___
identify it, otherwise 3.
put a cross mark (x). 4. 3. Rosario,
Novelata, Kawit,
Bacoor, Roario, ___
1. Banderitas 5.
6. 4. Jan, Apr, Jul, ____
7. 5. 5, 8, 11, 14, ____

2. Coffee beans

3. Tahong shells

4. Stack of Stones In
the Beach
B. Establishing a Complete the pattern Consider the From the previous 1. Given the
purpose for the lesson generated from the picture at below: activity: sequence 0,
previous activity. 1. What are the 4, 8. 12, 16
next terms of what is the
a. Color of the the given next
Banderitas: sequence? number?
Green, Blue, Red, 2. Can you find the What is the
Orange, Yellow, pattern? 8th number?
Green, Blue, 3. What is the 2. Given the
Red, Orange, general/nth sequence 9,
Yellow, _____ term of the 4, -1, -6, -11
sequence? what is the
b. Number of next
Coffee beans 4, 6, 1. Do you see any number?
8, _____ pattern form the What is the
given picture? 10th
d. Tahong shells 2. Write the terms number?
Close, Open, of coffee bean.
Close, Open, 3. If the pattern
Open, Close, continues what
Open, Open, will be next term?
Open, _____ 4. Can you give an
equation that will
e. Number of satisfy the
Stack of Stones sequence form by
1, 2, 3, 4, 5, the coffee bean?
_____
 f. Dates in the
calendar for the
month of July 3,
10, 17, 24,
_____

C. Presenting The set objects in the llustrative Example: A sequence is a Find the nth term
examples/Instances of priming activity are Consider the rule form offunction whose of each pattern.
the new lesson called sequences. the sequence domain is the finite
an = 7n – 4. set {1, 2, 3,…, n} or 1. 3, 7, 11, 15
Illustrative Example: the infinite set {1, 2, 2. 3, 9, 15, 21,
Identify if the If we are asked to get the3,…}. 27
set of each object first five terms of the Example:
shows a pattern or sequence, we have a 1 2 3 4 5
not then find the next a1= 7(1) – 4 = 3 an 3 - 1. 1 π
5
term. a2= 7(2) – 4 = 10 1 0
1. a3= 7(3) – 4 = 17 This finite sequence
a4= 7(4) – 4 = 24 has 5 terms. We may
a5= 7(5) – 4 = 31 use the notation a1, a2,
a3, …, an to denote
2. 0, 4, 8, 12, 16, Therefore, the sequence a(1), a(2), a(3)…a(n)
___... can also be denoted as respectively.
3, 10, 17, 24, 31. In Grade 10, we often
3. 9, 4, -1, -6, encounter sequences
-11, ____ that form a pattern
such as that found in
4. 1, 3, 9, 27, 81, the sequence below.
_____ Example:
a 1 2 3 4…
5. 160, 80, 40,
20,10, ___ an 4 7 10
13…

The above sequence

 is an infinite sequence
where
an = 3n + 1

D. Discussing new Think Pair Share How do you generate a Find the nth term of The SSG Club
concepts and practicing sequence from a given each sequence proposed a project
new skills # 1 Study the following rule/nth term? on collecting pet
patterns then supply 1. 6, 11, 16, 21, 26 bottles to lessen
the missing term to 2. 2, 10, 18, 26, 34 the trash on our
complete the 3. 8, 6, 4, 2, 10 school. If the
sequence. officers can collect
25 pet bottles on
1. Jan, Mar, May, Jul, the first day, 45 on
Aug, ___, ____ the second day ,
65 on the third
2. 5, 8, 11, 14, ___, day, and the
20, ___... pattern continues,
how many pet
3. 1/2, 1, 3/2, 2, 5/2, bottles can they
___, 7/2, 4, ___,… collect in the fifth
day?How many pet
4. 3, -6, ___, -24, 48, bottles they will
___ … collect in one
week?
5. 1, 4, 9, 16, ___, 36,
49, 64, ___
E. Discussing new Guide Questions: Given the following nth How did you find the 1. Can you see
concepts and practicing term, supply each activity? a pattern in
new skills # 2 1. What pattern is blank by a correct a given
shown in every answer following the Can you find the situation?
item? task at the right to pattern? 2. What is the
2. If the pattern generate the pattern. nth term of
continues in each a. Given an = 2(n+1), How did you find the the given
of the item, what list the first 5 terms of nth term of each pattern?
will the sequence. number?
be the next item?
Solution:
if n = 1
a__ = 2(__+1)
Substitute n
a1 = 2(__) Add the
terms inside the
parenthesis
a1 = ___ Multiply the
factors
Do the same procedure
if n = 2, n = 3, n = 4
and n = 5. Then, list
the sequence below.
___, ___, ___, ___, ___

b. Given an = (12)−1 ,
generate a sequence
with 4 terms.
Solution:
if n = 1
a__ = (12)___−1
Substitute the value of
n4

a1 = (12)___ Subtract
the exponent
a1 = ____ Simplify the
exponent and the
fraction
 Do the same procedure
if n = 2, n = 3 and n =
4 then, list the
sequence below.
___, ___, ___, ___
F. Developing mastery Find the Number Complete the table below What is the general
by substituting the Find the nth term
(leads to Formative given values of n to an andterm
list down the terms
of each of the given
Assessment 3) Study the given of the sequence sequence below: sequence.
sequence, 1. 3, 5, 7, 9, 11,
identify the 1. -2, 1, 4, 7 13
pattern then find 2. 3, 6, 12, 24 2. 12, 19, 26,
the missing −5 −5 −5 33, 40
3. -5, , ,
number. 2 3 4 3. 9, 6, 3, 0, -3
4. 4, 1, -4, -11
1. 1 3 5 7 9 5. 64, 36, 16, 4
____ 13 15
17

2. 0 5 10
____ 20 25
30 35 40

3. 17 15 13
____ 9 7
5 3

4. 25 35 45
___ 65 75

5. 34 44 54
64 ___ 84
94

G. Finding practical Answer the following 1. Emilia helps her Christian helps his A rabbit
application of concepts problems. mother in selling mother in selling population of Mr.
and skills in daily living “Kalamay Buna” (a “ Tinapang Bangus” Ricafrente grew in
1. The table below delicacy from Indang). ( a product from the following
shows the cost of From the money that her Rosario, Cavite). From pattern: 2, 4, 8,
renting the Cavite mother is giving her, she the money that his 16…If all the
Hall at Island plans to save Php25 mother is giving him, rabbits live and
Cove Resort and every week for seven he plans to save the pattern
Leisure Park in weeks. Form a sequence Php30 every week for continues, how
Kawit, Cavite that will show the five weeks. Form a many rabbits will
amount of money she is
depending on the sequence that will be in the 8th
saving from the first to
number of show the amount of generation? Write
seventh week.
attendees. money he is saving the nth term of the
2. The increase in the
Numbe Rental population of Cavite from the first to fifth sequence.
r of Cost in Province follows a week, and identify the
Person Peso pattern. That is, 1.5% of nth term of the given
s its previous year’s situation.
20 6200 population is added to
25 6500 the present to obtain the
30 6800 next. If the current
35 7100 population of Cavite is
3,000,000, list the
Jose booked the province’s population for
hall for a birthday the next 2 years.
party for 40
persons. How
much will he pay?

2. A rabbit
population grew
in the following
pattern: 2, 4, 8,
16…if all the
rabbits live and
the pattern
 continues, how
many rabbits will
be in the 8th
generation?
3. Lewis is offered
P20 000.00 as
starting salary for
a job, with a raise
of P2 000.00 at
the end of each
year of
outstanding
performance. If
he maintains
continuous
outstanding
performance,
what will his
salary be at the
end of 6 years?

H. Making A sequence is a A sequence is a A sequence is a A sequence is a

generalizations and function whose function whose domain function whose function whose
abstractions about the domain is a finite set is a finite set of positive domain is a finite set domain is a finite
lesson of positive integers integers {1, 2, 3, …, n} of positive integers set of positive
{1, 2, 3, …, n} or an or an infinite set {1, 2, {1, 2, 3, …, n} or an integers {1, 2, 3,
infinite set {1, 2, 3, 3, …} infinite set {1, 2, 3, …, n} or an infinite
…}. It is a string of Each element or object …} set {1, 2, 3, …}
objects, like in the sequence is called Each element or Each element or
numbers, that follow term. object in the sequence object in the
A sequence having last sequence is called
a particular pattern. is called term.
term is called finite term.
(world.mathigon.org) A sequence having
sequence while a A sequence having
last term is called
sequence with no last last term is called
Each element or finite sequence
 object in the term is called infinite while a sequence with finite sequence
sequence is called sequence. no last term is called while a sequence
term. Sequences may come in infinite sequence. with no last term is
rule form. These are Sequences may come called infinite
When the sequence sequences stated in in rule form. These are sequence.
goes on forever it is general or nth terms. sequences stated in Sequences may
called an infinite general or nth terms. come in rule form.
sequence, otherwise These are
it is a finite sequences stated in
general or nth
sequence.
terms.
I. Evaluating learning A. Study the Find the first 5 terms
following of the sequence given What is the nth term Ms May Ann Fuerte
patterns then the nth term. for each sequence the adviser of
supply the 1. an = n + 4 below: Rosario National
missing term to 2. an = 2n – 1 High School
complete the 3. an = 12 – 3n 1. 3, 4, 5, 6, 7,… newspaper “Ang
sequence. 4. an = 3n 2. 3, 5, 7, 9, 11,… Kronikel” assigned
5. an = (-2)n 3. 2, 4, 8, 16, 32,… her writers to write
1. 2, 4, 7, 11, ____ 4. -1, 1, -1, 1, -1,… news about
2. 7, 9, 11, ____, 1 1 1 1 Brigada Eskwela. A
5. 1, , , , ,…
____, 17, 19 2 3 4 5 writer wrote 890
words on the first
3. 1, 8, 27, 64, day, 760 words on
125, ____ the second day
and 630 words on
4. 5, 10, 7, 14, 11, the third day, how
22, 19, _____ many words did
the writer wrote on
the fifth day?
J. Additional activities
for application or A. Follow Up A. Follow up: A. Follow up: Study:
remediation 1. Observe the 1. Find the nth Define Arithmetic
things around Cut out pictures that term of each Sequence
 you. Take a show a pattern and sequence
picture of identify the rule of the a. 4, 7, 10, 13,
objects forming given pattern. 16
a sequence. b. 4, 13, 28, 49,
B. Study 76
B. Study Determine the nth
1. Write the term of the given
sequence that sequence
satisfy the 2, 4, 7, 11, ____
given equation:
an = 3n + 1

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?

GRADE 10 School Bonifacio National High School Grade Level 10

DAILY LESSON LOG Teacher CHRISTIAN M. DELIMA Learning MATHEMATICS
Area
Teaching Dates and Quarter FIRST
Time

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 disciplines
Standards through appropriate and accurate representations.
3. Learning The learner illustrates The learner determines The learner determines The learner determines
Competencies an arithmetic arithmetic means and arithmetic means and arithmetic means and
sequence (M10AL- nth term of an nth term of an nth term of an
Ib-1) arithmetic sequence arithmetic sequence. arithmetic sequence.
(M10AL-Ib-c-1) (M10AL-Ib-c-1) (M10AL-Ib-c-1)

Objectives a. Describe and a. Find the missing a. Find the unknown a. Find the arithmetic
illustrate an terms of an arithmetic variables in means of an arithmetic
arithmetic sequence. sequence. a n= a 1 + (𝑛−1) of an sequence.
 b. Find the common b. Find the nth term of arithmetic sequence. b. Insert a certain
difference of the an arithmetic b. Appreciate arithmetic number of terms
terms of an sequence. sequence in solving real between two given
arithmetic sequence. c. Appreciate life problems terms of an arithmetic
c. Identify if a arithmetic sequence in sequence.
sequence is an solving real life c. Appreciate
arithmetic sequence. problems arithmetic means in
solving real life
problems.

Illustrating Finding the nth term Finding the unknown Arithmetic Means
II. CONTENT Arithmetic of an Arithmetic variables in
Sequence Sequence a n= a 1 + (𝑛−1)𝑑 of an
Arithmetic Sequence
III. LEARNING
RESOURCES
C. References
5. Teacher’s
pp. 14-16 pp. 16-18 p. 16-17 pp. 17
Guide
6. Learner’s
pp. 9-11 pp. 12-14 pp. 12-14 pp. 14–15
Materials
7. Textbook Mathematics III: Mathematics III: Mathematics III: Mathematics III:
Concepts, Structures Concepts, Structures Concepts, Structures Concepts, Structures
and Methods for High and Methods for High and Methods for High and Methods for High
School by Oronce, School by Oronce, School by Oronce, School by Oronce,
Orlando, et.al., pp. Orlando, et.al., pp. 509 Orlando, et.al., pp. 509 mOrlando, et.al.,
509 – 511 – 511 – 511 pp. 512–516
Mathematics III An
Integrated Approach
by Coronel C. Antonio,
et.al., pp. 63–65
 Exploring Mathematics
II by Oronce and
Mrndoza, p.490
8. Additional http:// https://encrypted- http://study.com/
Materials from newsinfo.inquirer.net/ tbn2.gstatic.com/ academy/lesson/
Learning 567965/name-play- images?q=tbn:And9 arithmetic-mean-
Resources (LR) with-maragondon- GcTDtmvLno6Yae_NrVU definition-formula-
portal peaks 1W=K8fyDZUXzWWsd4 example.html
FhAE-Bqg9PZUzr9Q http://
www.mathgoodies.com
/lessons/vol8/
mean.html
http://
www.123rf.com/
photo_37149016_grou
p-of-red-anthurium-
flower-in-pot-blooming-
in-botanic-farm-
anthurium-
andraeanum-araceae-
or-arum.html
https://
www.pinterest.com/
annakarinsund/
examens-fest/
http://www.bluedream
er27.com/saint-mary-
magdalene-exhibit-in-
kawit-cavite/
D. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources DepEd Cavite DepEd Cavite DepEd Cavite DepEd Cavite
Mathematics 2016, Mathematics 2016, and Mathematics 2016, Mathematics 2016,
Worksheets and Worksheets Worksheets and Worksheets and
Picture PowerPoint PowerPoint
 presentation presentation
IV. PROCEDURES
A. Reviewing previous Saulog Transit Inc. Emer is a runner from Group the class into Group the class into
lesson or presenting the is one of the many Naic. He plans to join groups with four two (2) groups then let
new lesson bus transportation an ultramarathon of 50 members each. Match them find the missing
companies in the km from Naic town the following arithmetic terms in each of the
Philippines servicing plaza to the Kaybiang sequence to the 10th following arithmetic
routes between tunnel next month. term and the rule by sequence. The group
Cavite and Metro During the first day of drawing a line from one with highest points
Manila, Olongapo or his training he ran 5 km column to the next one. after the game will be
Baguio City. from Naic town plaza to the winner.
One day, on its way barangay Muzon. To 1. 2, 6, 10, ___, ___, ___
back to its terminal improve his stamina 2. 9, 17, ___, ___, ___,
at Mendez, via and endurance, he 49
Aguinaldo Highway, increased the distance 3. 7, 9, ___, ___, 15, ___
one (1) passenger he runs by 1.5 km 4. 4, ___, 20, 28, ___,
went down at SM City every day. ___
Bacoor, then, another What is the distance 5. 5, ___, ___, 20, 25,
four (4) passengers that he will run on the ___
went down to 7th day of his training? 6. ___, ___, ___, 3, –1, –
Robinson’s Place 5
Imus, seven (7) Complete the table 7. ___, ___, 14, 20, __,
passengers went based on the number 32
down to Robinson’s of km that Emer will
8. ___, 45, 40, ___, __,
Place Pala-pala and run for each day.
25
ten (10) passengers
9. 4, –4, __, __, __, –36
went down to
Lourdes Church at 10. –12, __, __, __, 8, 13
Tagaytay.
B. Establishing a List down the number Does the distance that How did you find the How were you able to
purpose for the lesson of passengers who Emer will run everyday activity? find the missing terms
went down in each show an arithmetic How were you able to in the sequence?
place. sequence? Why? match the sequence to
Does it form the 10th term, and to
 sequence? If it does, the rule?
how is the sequence
formed?
C. Presenting Illustrative Example Let us take the number The formula for the nth Follow the instructions
examples/Instances of 1: of kilometers that Emer term of an arithmetic below then find a
the new lesson Using the generated will run each day. sequence is partner to share your
sequence from the Suppose that he will a n=a1 + ( n−1 ) d , answer. You may use a
previous scenario: continue training where clean sheet of paper
everyday, how many a 1 = first term and a pen while doing
Arithmetic kilometers will he run in a n = last term the activity.
Sequence the 10th, 15th, and 20th n = number of terms 1. Choose two (2)
Subtracting two day? How do you get d = common different numbers.
consecutive them? Do you think a difference 2. Denote the smaller
terms (i.e.: d=a2-a1) formula would help? number as x and the
Let us take the first larger number as y.
four terms. Let a 1 = 5, 3. Find the mean of
a 2 = 7, these two numbers.
4-1 7-4 10 a 3 = 9, a 4 = 11. That is, add these two
=3 =3 =3 Consider the table numbers then divide
Common difference below and complete it. the sum by 2. In
Observe how each term x+ y
symbols, .
is rewritten. 2
4. Denote the first
mean as m2.
How else can we write 5. Now, find the mean
the terms? Study the of the smaller number
table and complete it. x and m2. In symbols,
In general, the first n x+ m2
terms of an arithmetic .
2
sequence with a 1 as 6. Denote the second
first term and d as the mean as m1.
common difference are 7. Then, find the mean
a 1, a 1+d 1,a 1+2d 1, …, a 1+ of the larger number y
 (n-1)d. and m2. In symbols,
y+ m2
.
2
8. Denote the third
mean as m3.
If a 1and d are known, it 9. Lastly, arrange all
is easy to find any term the numbers in the
in arithmetic sequence form x, m1, m2, m3, y.
by using the rule. 10. Share your answer
a n=a1 + ( n−1 ) d with your partner.
D. Discussing new The sequence Illustrative Example 1: Illustrative Example 1: Does the result form
concepts and practicing generated from the What is the 10th term of In the arithmetic arithmetic sequence?
new skills # 1 given scenario which the arithmetic sequence 5, 9, 13, 17, What is its common
is 1, 4, 7, 10 is an sequence … which term is 401? difference?
example of an 5, 12, 19, 26, …? Solution: What do you call m1,
Arithmetic Sequence Solution: The problem asks for n m2, m3?
because it is formed Since a 1=5 and d = 7, when a n = 401. How did you obtain the
by adding a constant then a 10=5+ ( 10−1 )( 7 ) =68 From the given missing term of the
number which is 3 to Illustrative Example 2: sequence, a 1 = 5, d = 4 arithmetic sequence?
the preceding term to What is the 21st term of and a n = 401. Is the common
obtain the next. The the arithmetic Substituting these difference necessary to
constant number 3 is sequence values in the formula, obtain the missing
the common 7, 13, 19, 25, …? we have term of the sequence?
difference, denoted Solution: a n= a 1+(𝑛−1)𝑑 How did you obtain the
as d, which can be Since a 1=7 and d = 6, 401= 5+(𝑛−1)4 common difference?
obtained by then Solving for n, we have If we cannot solve the
subtracting two a 21=7+ ( 21−1 ) ( 6 ) =127 common difference by
401= 5+4𝑛−4
consecutive terms subtracting two
401= 4𝑛+1
(d = an – an-1). consecutive terms, is
401−1= 4𝑛+1−1
there any other way to
400= 4𝑛 solve for it?
𝟏𝟎𝟎=𝒏
400 (14)= 4𝑛(14) What is an arithmetic
mean?
Therefore, 401 is the
100th term.
Illustrative Example 1:
Illustrative Example 2: Insert three arithmetic
What is the common means between 3 and
difference of an 11.
arithmetic sequence if Solution 1:
a 1=3, a 45=179, and n We look for three
=45? numbers m1, m2, and
Solution: m3 such that 3, m1, m2,
The problem asks for d. m3, 11 is an arithmetic
From the given sequence. In this case,
sequence, a 1 = 3, a 45 = we have a1 = 3, n = 5,
179, and n=45. a5 = 11. Using the
Substituting these general formula for
values in the formula, arithmetic sequence,
we have a n=a1 + ( n−1 ) d
179 = 3+ (45 − 1)𝑑 11=3+ ( 5−1 ) d
179 = 3 + (44)d solve for d
Solving for d, we have 11=3+4 d
179 = 3 + 44d 11−3=3−3+ 4 d
179 - 3 = 44d 8=4 d
176 = 44d
4=d
8() ()
1
4
=4 d
1
4
Therefore, 4 is the d=2
common difference. Since d = 2, so we
have
m1=a 1+ d
m1=3+2=5
m2=m1 +d
m2=5+2=7
m3=m2 +d
m3=7+ 2=9
Therefore, the three
arithmetic means
between 3 and 11 are
5, 7, and 9.

Solution 2:
Still we look three
numbers m1, m2, and
m3 such that 3, m1, m2,
m3, 11 is an arithmetic
sequence.
In this case, we nee to
solve for m2, the
meanof
a1 = 3 and a5 = 11.
That is
(a1+ a5 ) (3+11)
m 2= =
2 2
14
¿ =7
2
Now, solve for m1, the
mean of a1=3 and
m2=7. That is
(a1+ m2) (3+7)
m 2= =
2 2
10
¿ =5
2
Then, solve for m3, the
mean of a5=3 and
m2=7. That is,
(a5 +m2)
m 3=
2
(11+7) 18
¿ = =9
2 2
 Forming the sequence
3, m1, m2, m3, 11, we
have
3, 5, 7, 9, 11.
E. Discussing new How is an Arithmetic Think-Pair-Share Think-Pair-Share Think-Pair-Share
concepts and practicing Sequence formed? Supply each blank by a Answer the following Supply each blank by a
new skills # 2 How can the common correct answer problems. correct answer
difference in an following the task at 1. Which term of the following the task at
arithmetic sequence the right to solve the arithmetic sequence the right to answer the
be obtained? question. 7, 14, 21, 28, .… is 105? question.
a. Find a 45 of the Given: a 1 = ____ ; d = a. Insert two terms in
sequence 4,7,10,13,16, a
____ ; n = ____ the arithmetic
… Solution: a n=a 1+(𝑛−1)𝑑 sequence
Given: a 1 = ____ ; d = substitute the given 15, ___, ___, 36.
____ ; n = ____ ____ = ___ + (𝑛−1)____ Given: a1 = __ ; n = __ ;
Solution: a n= a 1+ distribute d a4 = ____
(𝑛−1)𝑑 105 = 7 + ____ − ____ Solution:
substitute a 1, n and d subtract the constants a n=a1 + ( n−1 ) d

a n = ___ + (___− 1)___ in the right side then substitute a1, n and a4
subtract the terms apply APE ___ = ___ + (___−1)
a n = 4 + (____)3 105 = ______ subtract the terms

_____ = 𝑛
apply MPE inside the parenthesis
substitute a 1, n and d
a n = ___ + (___− 1)___ 36 = 15 + (____)𝑑
apply APE
subtract the terms
inside the parenthesis 2. What is the common ___ = 3𝑑

𝑑 = _____
a n = 4 + (____)3 difference of the apply MPE
multiply arithmetic sequence if
a n = 4 + (____) the first term is 5, last After solving d, find the
term is 41, and the second (m1) and the
add
number of terms is 13? third (m2) term.
a n=_____
Given: a 1 = ____ ; a n= substitute a1 and d

Solution: a n= a 1+(𝑛−1)𝑑 𝒎𝟏 = 𝑎1+𝑑=___+___=

____ ; n = ____ then add.
 substitute the given ___
___ =___ + ( ___−1)d substitute m1 and d

𝒎𝟐 = 𝑚1+𝑑 = __+__=
multiply d then add.
41 = 5 + ____d
apply APE ___
105 = ______ b. Insert three

_____ = 𝑛
apply MPE arithmetic means
between 12 and 56.
Given: a1=___; a5=____
Solution:
substitute a1 and a5
then solve for m2.
Substitute a1 and m2
then solve for m1.
Substitute a5 and m2
then solve for m3.

F. Developing mastery “How well do you Find Since a n for each of Use the nth term of an Answer the following.
(leads to Formative know me?” the following arithmetic arithmetic sequence 1. Insert two arithmetic
Assessment 3) Which of the sequence. a n=a1 + ( n−1 ) d to answer means between 20
following sequences 1. a1 = 5; d = 4 ; n the following questions. and 38.
is an arithmetic = 11 1. The second term of 2. Insert three
sequence? Why? 2. a1 = 14; d = –3 ; n an arithmetic sequence arithmetic means
1. 3, 7, 11, 15, 19 = 25 is 24, and the fifth term between 52 and 40.
2. 4, 16, 64, 256 3. a1 = 12; d = ½; n is 3. Find eth first term 3. Find the missing
3. 48, 24, 12, 6, 3, … = 16 and the common terms of the arithmetic
 4. 1, 4, 9, 16, 25, 36 4. –10, –6, –2, 2, 6, … difference. sequence 5, __, __, __,
1 1 n 2. Given the arithmetic __, 25.
5. 1, , 0, -
2 2 = 27 sequence of 5 terms of 4. Find the missing
6. -2, 4, -8, 16, … 5 5 the firs term is 8 and terms of the arithmetic
5. 3, , 2, ,1,… n
7. 1, 0, -1, -2, -3 2 2 the last term is 100. sequence 0, __, __, __,
1 1 1 1 = 28 3. Find the 9th term of __, __, 15.
8. , , , , …
2 3 4 5 the arithmetic 5. The fifteenth term of
x x sequence with a 1=10 an arithmetic
9. 3x, x, , , …
3 9 −1 sequence is –3 and the
and d = .
10. 9.5, 7.5, 5.5, 3.5, 2 first term is 25. Find
… 4. Find a 1 if a 8=54 and the common difference
a 9=60. and the tenth term.
5. How many terms are
there in an arithmetic
sequence with a
common differenceof 4
and with first terms 3
and 59 respectively?
G. Finding practical Answer the following Answer the following Solve the following Answer the following
application of concepts problem. problems. problems. problems.
and skills in daily living A merchandiser in 1. You went to a hiking 1. Tinapa (smoked fish) 1. Flower farms in
Alfa Mart was tasked with your friends at is best paired with Tagaytay grew
to stack 22 cans of Pico de Loro at Atchara (pickled different variety of
Evaporated milk with Maragondon, Cavite. papaya). Diana, a flowers including
10 cans at the Upon reaching the tinapa vendor in anthurium. Monica, a
bottom of the stack. summit, you drop a Salinas, Rosario, Cavite, flower arranger, went
The illustration is coin. The coin falls a decided to sell atchara to Tagaytay to buy
shown at the right. distance of 4ft for the at her store. On the first anthurium. She plans
first seconds, 16ft for week, she started to to arrange the flowers
the next, 28ft on the sell 15 atchara bottles following an arithmetic
third, and so on. Find and due to high sequence with four (4)
the distance the coin demand, she decided to layers. If she put one
will fall in 6 seconds? add 7 more bottles on (1) anthurium on the
each succeeding weeks. first layer and seven
 2. Antonio is studying Supposed that the (7) on the fourth layer,
Chabacano, a native pattern continues, how how many anthurium
dialect from Cavite City may week is needed to should be placed on
and Ternate. He started sell 57 atchara bottles? the second and third
practicing one (1) word 2. A Zumba Program layer of the flower
for an hour and decided calls for 15 minutes arrangement?
1. Write the number to add two more words dancing each day for a 2. St. Mary Magdalene
of cans per layer on every succeeding hour. week. Each week Parish Church in Kawit,
the space provided If the pattern thereafter, the amount one of the oldest
below. continues, how many of time spent dancing churches in Cavite,
__, __, __, __, __, __, Chabacano word did he increases by 5 minutes established in 1624 by
__, __, __, __ learn in one day? per day. In how many Jesuit Missionaries. The
2. Does the number 3. Rico bought an e- weeks will a person be church is made of red
of cans in each layer bike at Php29, 000. If it dancing 60 minutes bricks preserved for
of the stack show an depreciates Php500 in each day? more than a hundred
arithmetic sequence? value each year, what 3. The 10th term of an years. Suppose that
Explain your answer. will be its value at the arithmetic sequence is the lowest part of the
2. If it shows an end of 10years? 40 and the 20th term is church wall contains
arithmetic sequence, 30. Find the common five (5) layers of red
then what is the difference and the first bricks, 4bricks on the
common difference? term. top and 16bricks on
4. If the 9th floor of a the bottom layer.
building is 40 meters Assuming an
above the gound and arithmetic sequence,
the ground floor is 4 how many bricks are
meters in height and there in the 2nd, 3rd
each floor apart from and 4th layer of the
the ground has equal wall?
height. Find the height 3. In some of the
of each floor. Kiddie parties
nowadays, Tower
Cupcakes were quite
popular because it is
appealing and less
 expensive. In Juan
Miguel’s 1st birthday
party, his mother
ordered a six (6) layer
tower cupcakes. If the
1st and 4th layer of
the tower contains 6
and 21 cupcakes,
respectively, how
many cupcakes are
there in the 6th layer
(bottom) of the tower
assuming
arithmetic sequence in
the number of
cupcakes?
H. Making An arithmetic What is the formula to Other than solving Arithmetic Means
generalizations and sequence is a find the nth term of an directly from are the terms between
abstractions about the sequence where arithmetic sequence? a n=a1 + ( n−1 ) d , below are any two
lesson every term after the the formula or equation nonconsecutive terms
first is obtained by that could be used if of an arithmetic
adding a constant. one of these variables sequence.
Common difference is unknown. It is necessary to solve
(d) is the constant the common difference
number added to the of an arithmetic
preceding term of the sequence to insert
arithmetic sequence. terms between two
It can be calculated nonconsecutive terms
by subtracting any of an arithmetic
two consecutive sequence. The formula
terms in the for the general term of

sequence, 𝒂𝒏 = +
arithmetic sequence. an arithmetic

(𝒏−𝟏) and the mid-

 point between two
x+ y
numbers, can also
2
be used.
I. Evaluating learning Determine whether Find the nth term of Solve the following Use the following
the given sequence is each arithmetic questions. numbers inside the
arithmetic sequence sequence. 1. Given the sequence box to complete the
or not. Draw a if the 1. a 1=20, d=4 , n=37 3, 1, –1, –3, …, find a12. arithmetic sequence
sequence is an 2. a 1=−3, d=2, n=12 2. Find the 9th term of below. You may use a
arithmetic sequence 3. a 1=4 , d=−3, n=17 the arithmetic number more than
and a if NOT. If the 2 sequence once.
sequence is an 4. a 1=6, d= , n=11 12, 24, 36, … 1. 2, ___, ___, 14
3
arithmetic sequence, 3 3. If a1 = –17 and d = 2. 4, ___, ___, ___, 10
find the common 5. a 1=16, d= , n=20 4, find a22 of the 3. 6, ___, ___, ___, 16
2
difference. 6. a 31 for 26, 20, 14, … arithmetic sequence. 4. 9, ___, ___, ___, __,
1. 4, 8, 16, 32, … 7. a 13 for 17, 313, 309, 4. Find the 16th term of 24
2. 2, 6, 10, 14, … the arithmetic 5. ___, 17, ___, ___, 11
…
3. 2, 5, 10, 17, … sequence whose first
8. a 9 for 40, 43, 46, 49,
4. 1, 8, 9, 16, … term is 6 and the
52, …
5. 2, 11, 20, 29, … common difference is
9. a 25 for -29, -34, -39, -
0.25.
44, -49, … 5. Which term is 27 in
10. a 11 for -1, 3, 7, 11, the arithmetic
… sequence 54, 51, 48,
…?

J. Additional activities 1. Follow-up 1. Follow-up 1. Follow-up 1. Follow-up

for application or a. Can the common Given the first term and a. Complete the a. Find the arithmetic
remediation difference be common difference, statement for each mean of –23 and 7.
negative? If so, find the first four terms arithmetic sequence. b. How many numbers
describe the and the formula. 1. 55 is the ___th term are divisible by 9
sequence. 1, a 1=25 , d=100 of 4, 7, 10, … between 5 and 1000?
b. From the previous 2. a 1=24 , d=−15 2. 163 is the ___th term 2. Study: Sum of
 3. a 1=5 , d=5 of -5, 2, 9, … Arithmetic Sequence
4. a 1=9 , d=−50 2. Study: a. How to find the sum
2. Study: Finding the a. Finding arithmetic of terms in an
assignment, identify missing term of an means. arithmetic sequence?
which of the following arithmetic sequence. b. How to insert terms b. Find the sum of the
is an arithmetic in an arithmetic following arithmetic
sequence then find sequence. sequence
each common 1, 4,7,10,13, 16, 19,
difference. 22, 25
1, 4, 7, 10, … 4, 11, 18, 25, 32, 39,
9, 12, 15, 18, … 46, 53, 60
2, -10, 50, -250, … 2, 6, 10, 14, 18, 22, 26,
5, 10, 20, 40, … 30, 34
2, 6, 10, 14, … 7, 12, 17, 22, 27, 32,
3, 12, 48, 192, … 37, 42, 47
7, 12, 17, 22, … 9, 12, 15, 18, 21, 24,
4, 11, 18, 25, … 27, 30, 33
1, 3, 9, 27, …
1, 4, 16, 64, …
2. Study: Finding the
nth term of an
arithmetic sequence
a. Formula to find the
nth term of an
arithmetic sequence.
b. How to find then
nth term in an
arithmetic sequence.

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?

GRADE 10 School Bonifacio National High School Grade Level 10

 DAILY LESSON LOG Teacher CHRISTIAN M. DELIMA Learning MATHEMATICS
Area
Teaching Dates and Quarter FIRST
Time

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
4. Content The learner demonstrates understanding of key concepts of sequences.
Standards
5. Performance The learner is able to formulate and solve problems involving sequences in different
Standards disciplines through appropriate and accurate representations.
6. Learning The learner finds the The learner finds the The learner finds the The learner finds the
Competencies sum of the terms of a sum of the terms of a sum of the terms of a sum of the terms of a
given arithmetic given arithmetic given arithmetic given arithmetic
sequence. (M10AL-Ic- sequence. (M10AL-Ic- sequence. (M10AL-Ic- sequence. (M10AL-Ic-
2) 2) 2) 2)

a. find the sum of a. give the sum of a. determine the sum a. find the sum of
Objectives
terms of a given terms of a given of terms of a given terms of a given
arithmetic sequence. arithmetic sequence. arithmetic sequence. arithmetic
b. solve problems b. answer problems b. solve problems sequence.
involving the sum of involving the sum of involving the sum of b. solve problems
arithmetic sequence. arithmetic sequence. arithmetic sequence. involving the sum of
c. appreciate the sum c. value the sum of c. appreciate the sum arithmetic
of arithmetic arithmetic sequence of arithmetic sequence.
sequence in solving in solving real life sequence in solving c. appreciate the
real life problems problems real life problems sum of arithmetic
sequence in solving
real life problems
II. CONTENT Arithmetic Series Arithmetic Series Arithmetic Series Arithmetic Series
III. LEARNING
RESOURCES
E. References
9. Teacher’s pp. 19 pp. 19 pp. 19 pp. 19
Guide
10. Learner’s pp. 16 – 17, 20 – 21 pp. 16 – 17, 20 - 21 pp. 16 – 17, 20 - 21 pp. 16 – 17, 20 - 21
Materials
11. Textbook E – MATH 10 by Next Century Next Century Math Essentials by
Orlando A. Orence Mathematics by Mathematics by Maria Teresa S.
and Marilyn O. Mirla S. Esparrago, Mirla S. Esparrago, Angeles, Avelino
Mendoza, pp. 29-35 Nestor V. Reyes, Jr. Nestor V. Reyes, Jr. Santos, et. al,
And Catalina B. And Catalina B. pp.8, 40
Simplified Manalo, pp 29-40 Manalo, pp 29-40
Mathematics 10 by Next Century
Arnold V. Garces and Our World of Math by Mathematics by
Criselle Española Julieta G. Bernabe, Mirla S. Esparrago,
Robes, pp 23-27 Maricel C. Corpuz, Nestor V. Reyes, Jr.
et. al., pp.8 – 16 And Catalina B.
Manalo, pp 29-40
12. Additional https://
Materials from www.algebra.com/
Learning algebra/homework/
Resources (LR) sequences-and-
portal series/word-
problems-on-
arithmetic-
progressions.lesson
http://
www.analyzemath.c
om/math_problems/
arith-seq-
 problems.html

F. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources DepEd Cavite DepEd Cavite DepEd Cavite DepEd Cavite
Mathematics 2016, Mathematics 2016, Mathematics 2016, Mathematics 2016,
Worksheets and Worksheets and Worksheets and Worksheets and
PowerPoint PowerPoint PowerPoint PowerPoint
presentation presentation presentation presentation
IV. PROCEDURES

A. Reviewing previous Motivational Activity: How many building Motivational Activity: Michael plays
lesson or presenting the Perform the blocks are stacked in Let us consider with Lego bricks. He
new lesson instructions below a corner if there are the following wants to build the
then answer the 11 layers in all? problem. construction shown
questions followed. (Refer to the picture Karen saves Php 50 in the figure with 4
1. Form a pyramid of below) from her monthly bricks at the bottom.
cans with 6 cans in allowance on the first How many Lego
the first row. month. Php 100 on bricks does he need?
2. Place one (1) fewer the second month, What if Michael will
cans in each Php 150 on the third add four more bricks
successive row month, Php 200 on at the bottom to
thereafter. the fourth month. If make it 8, how many
3. After forming the she will save more Lego bricks
pyramid, how many continuously in this does he need
rows does the manner, how much making the top layer
pyramid have? will be her total consist of one brick
4. How many cans are savings for the first only?
there in each row? ten months?
Does the number of
cans in each row form
an arithmetic
sequence?
 5. How many total
cans are there in the

pyramid?
B. Establishing a The secret of Karl Motivational Activity: Find the sum of the A rock relay is held
purpose for the lesson What is 1 + 2 + 3 + ... A conference hall first 40 terms of the at the Bermuda Bay.
+ 50 + 51 + ... + 98 has 20 rows of seats. arithmetic sequence Ten rocks are placed
+ 99 + 100? The first row contains whose first and third 3m apart along a
A famous story tells 18 seats, the second terms are 15 and 21, line. A basket is
that this was the row contains 21 respectively. placed at the start of
problem given by an seats, the third row Based on the the line, 10m from
elementary school contains 24 seats and problem, the given the first rock. A
teacher to a famous so on. How many are a1, a3 and n. And player starts at the
the formula 𝑆𝑛 =
mathematician to seats are there in the n basket, runs to the

[2𝑎1 + (𝑛−1) 𝑑
keep him busy. Do last row? How many 2 first rock, picks it up,
you know that he was seats are there in the and returns to place
able to get the sum conference? requires the value of the rock in the
within seconds only? d. basket. Each of ten
Can you beat that? rocks is picked up
and carried to the
basket, one at a
time. What is the
total distance
covered by a person
who places all 10
rocks in the basket?
C. Presenting Discussion Method Discussion Method Discussion Method What is the total
examples/Instances of Illustrative Illustrative Find the sum of the distance covered by
the new lesson Example: Example: first 40 terms of the a person who places
Find the sum of the How many terms is arithmetic sequence all 10 rocks in the
first 20 terms of the needed for –3, 2, 7, … whose first and third basket?
arithmetic sequence to have a sum of terms are 15 and 21, Solution:
15, 19, 23, 27, … 116? respectively. The first term a1 =
Solution: Solution: 10, d = 3 and n =
Solution 1: Using the formula for We need to 10. To find the
We first find a20 by the sum of arithmetic solve first for d by distance covered by
substituting a1 = 15, d sequence substituting a1 = 15, the person, we must
𝑆𝑛= [2𝑎1 + (𝑛 – 1)
= 4 and n = 20 in the n a3 = 21 and n = 3 to solve for Sn.
𝑺𝒏 =
𝑑], substitute Sn = 𝑎𝑛= 𝑎1 + (𝑛−1)𝑑
formula an = a1 + 2 the formula n
[𝟐𝒂𝟏+
(n−1) d 2
a20 = 15 + (20 − 1) 4 116, a1 = –3 and d = 21= 15 + (3−1)𝑑 (𝒏−𝟏)𝒅]
a20 = 15 + (19) 4 5. 21= 15 + 2𝑑 10
= [𝟐(10) + (10
𝑑=3 – 𝟏) 3 ]
a20 = 15 + 76 We have 6 = 2𝑑 2
a20 = 91 n
116= [2(−3) +
𝑺𝒏 = 235
Solving for S20, we 2 Solving for S40, = 5 (47)
substitute n = 20, a1 (𝑛−1)5] substitute a1 = 15, n
= 15 and an = 91 in n = 40 and d = 3 to the
the formula 116= [2(−3) + 5𝑛
2 formula Since the person,
𝑆𝑛= (𝑎1+𝑎𝑛) 𝑆𝑛 = [2𝑎1 + (𝑛−1) 𝑑
n − 5] n after picking up each
2 n rock, returns to
𝑆20=
116= [−6 + 5𝑛 − 2
20 2 ] place the rocks in
(15 + 91)
𝑆40 =
2 5] 40 the basket, so we
𝑆20=
20 n [2(15) + (40 must double Sn.
(106) 116= [5𝑛 − 11] 2
2 2 Thus, the total
𝑆20= 10 (106)
𝑺𝟐𝟎= 𝟏𝟎𝟔𝟎 𝑆40 = 20 [30 + 117]
n − 1) 3 ] distance covered is
2[116= (5𝑛−11)]
232= 𝑛(5𝑛−11) 𝑺𝟒𝟎= 𝟐𝟗𝟒𝟎
2 2 Sn = 2 (235) = 470
Therefore, the sum of m.
the first 20 terms of 232= 5𝑛 − 11𝑛
2
Therefore, the sum of
the arithmetic 5𝑛2 − 11𝑛 – 232 = 0 the first 40 terms is
sequence 15, 19, 23, Using quadratic 2940.
27, … is 1060. formula, we have,
a = 5; b = –11; c = –
Solution 2: 232
Substituting a1 = 15, d −b ± √ b 2−4 ac
= 4 and n = 20 in the n=
2a
formula
−(−11)± √ (−11)2−4 (5 ) (−232)
𝑆𝑛= [2𝑎1+(𝑛−1)𝑑],
n n=
2 2 (5)
we have 11± √ 121+4 640
n=
𝑆20=
20 10
[2(15) + (20 − 11± √ 4761
2 n=
1) 4] 10
𝑆20=
20 11± 69
[2(15) + (19) n=
2 10
4] Since we are
𝑆20=
20 looking for the
[2(15) + 76] number of terms n,
2
𝑆20=
20 the only accepted
(30 + 76) solution is the
2
𝑆20= is 𝒏=𝟖
20 positive solution. That
(106)
𝑆20= 10(106)
2
Therefore, eight (8)
𝑺𝟐𝟎= 𝟏𝟎𝟔𝟎 terms of the
Using an alternative sequence –3, 2, 7, …
solution, the sum of is needed to have a
the first 20 terms of sum of 116.
the arithmetic
 sequence 15, 19, 23,
27, … is still 1060.
D. Discussing new Supply each blank Supply each blank Supply each blank  The first few
concepts and practicing by a correct answer by a correct answer by a correct answer terms of a sequence
new skills # 1 following the task at following the task at following the task at of positive integers
the right to solve the the right to solve the the right to solve the divisible by 5 is
problem. problem. problem. given by
a. Find the sum of How many terms Find the sum of
the first 15 terms of of the arithmetic the first 10 terms of
the arithmetic sequence 21, 28, 35, the arithmetic  The above
sequence 9, 12, 15, … 42, … is sequence whose a1 sequence has a first
Given: a1 = ____ ; d equal/summed and a4 are 5 and 38, term equal to 5 and
= ____ ; n = ____ 9,625? respectively. a common difference
Solution: Given: a1 = ____ ; a4 d = 5. We need to

𝑎𝑛= 𝑎1+(𝑛−1)𝑑
Solve for a15 What are the given? = ____ ; n = ____ know the rank of the

𝑎𝑛=___+(___−1)___ 𝑎𝑛= 𝑎1+(𝑛−1)𝑑

a1 = 21, d = 7 and S n Solution: term 1555. We use
= 9,625 the formula for the

𝑎𝑛=9+(____)3
substitute a1, n and d We have ____= _____+ nth term as follows
n (____−1)𝑑 substitute
___= [2(__) + (𝑛−1)
subtract the terms 2 the given ____ = __ + __(n – 1)
inside the _ ] substitute a1, d, 38= 5+(____)𝑑  Substitute a1

𝑎𝑛=9+(____)
parenthesis and Sn subtract the terms and d by their values
n inside the
___= [ __ + _𝑛 − _ ]

𝑎𝑛=_____
multiply 2 parenthesis ____ = __n
multiply ____= 3𝑑  Solve for n to
n
𝑑=____
add apply APE obtain
n = ____
___= [ __𝑛 − __ ]
2
Then solve for S15. add apply MPE
𝑆𝑛= (𝑎1+𝑎𝑛)
n n Solve for S10.
𝑆𝑛= [2𝑎1+(𝑛−1)𝑑]
2[ ___= ( __𝑛 – __ ) ]
2 2 n We now know that

𝑆15= ¿(____+____) ____= 𝑛 (__𝑛− __)]

¿¿ multiply 2 1555 is the ____th

𝑆𝑛= [2(__)+
2 n term, we can use the
311
substitute n, a1 and 7𝑛2 + 35𝑛 – 19, 250 2 formula
S___ = for(5the sum
+ 1555)
2
a15 =0 as follows
 𝑆15=
15 Using quadratic (__−1)___] substitute
(_____)
2 formula, we have, a1, n and d
𝑆𝑛=
add the terms inside a = __; b = __; c = ___ 10
[___+(___)11]
the parenthesis −b ± √ b 2−4 ac 2
𝑆15=
❑¿ n= multiply 2 and a1
¿ 2a
2 n=¿¿ √ (¿ ¿ )2−4 ¿ ¿ ¿ and then subtract
find the product of the value of n and 1
𝑆𝑛=
√¿ + ¿
𝑆15=
the numerator n=−35 ± ¿ ¿ ¿ 10
¿¿ [10+____ ]
______ −35 ± √ 540 ,225 2
divide n= multiply
𝑆𝑛=
14
−35 ± 735 10
n= [____ ]
14 2

𝑆𝑛= ____[109]
Since we are add
looking for the

𝑆𝑛= ______
number of terms n, divide
the only accepted
solution is the multiply

is 𝒏=____
positive solution. That

Therefore, _____
terms of the
sequence 21, 28, 35,
42, … is needed to
have a sum of 9,625.
E. Discussing new A movie house The total seating Find the sum of In a pyramid of
concepts and practicing has 20 rows of seats. capacity of an the first 21 terms of cheer dancers for
new skills # 2 The first row contains auditorium is 1,065. an arithmetic the MAPEH class of
20 seats, the second The first row has 21 sequence whose first Grade 10 students,
row contains 22 seats, seats and each row term is 3 and third the bottom row has
the third row contains has one seat more term is 17. 7 cheer dancers, 6 in
24 seats and so on. than the row in front the second row, 5 in
How many seats are of it. How many rows the third row and so
there in the last row? of seats are there in on, with 2 cheer
 How many seats are the auditorium? dancers on top. How
there in the movie many cheer dancers
house? are necessary for the
pyramid?
F. Developing mastery Find Sn for each of the Find the specified Find the indicated Solve each problem.
(leads to Formative following given. term for each variable in each 1. Find the sum
Assessment 3) 1. 6, 11, 16, 21, 26, arithmetic series. arithmetic series. of all integers
31, 36, 41, 46; S9 1. a1 = 4, d = 4 a. a1 = -22, an = that are
2. 10, 15, 20, 25, …; and Sn = 40; n= 14, n = 10 ; d = multiples of 4
S20 ___ __ Sn = __ from 1 to 150.
3. a1 = 25, d = 4; S12 2. a1 = 10, an= -8 b. a1 = 7, an = - 2. Find the sum
4. a1 = 65, a10 = 101; and Sn = 9; n= 15, n = 12 ; d of the positive
S10 ___ =___ Sn = integers less
5. a4 = 41, a12 = 105; 3. a1 = -7, d = 8 ____ than 150 but
S8 and Sn = 225; n c. a1 = -9, an = - greater than
= ___ 15, n = 4 ; d = 20 that are
4. an = 16, d = 3 ___ Sn = ___ divisible by 7.
and Sn = 51; n d. a1 = 6, an = 30, 3. Find the sum
= ___ n = 7 ; d = ____ of all positive
Sn = ____ integers less
than 100.
4. Find the sum
of all the
positive even
integers
consisting of
two digits.
G. Finding practical Find Sn for each of the Find the missing for Do as indicated Answer the following
application of concepts following given. each of the following 1.Find the sum of the problems.
and skills in daily living 1. Find the sum of given. first 101 terms of 1. Find the seating
the first 25 terms 1. How many an arithmetic capacity of a movie
of the arithmetic numbers between sequence whose house with 40 rows of
sequence 17, 22, 8 and 315 are third term is -2 and seats if there are15
27, 32, ... exactly divisible whose sixth term is seats on the first row,
 2. Find the sum of by 6? Find their 10. 18 seats in the
the first 50 terms sum. 2.Find the sum of the second row, 21 seats
of the arithmetic 2. An auditorium has first 20 terms of an in the third row and
sequence if the 930 seats, with 18 arithmetic so on.
first term is 21 and seats at the first sequence whose 2. A store sells Php
the twentieth term row, 21 seats in fourth term is 6 and 1000 worth of Suman
is 154. the second row, eleventh term is sa Kawit, a delicacy
3. Find the sum of all 24 in the third 30. from Kawit, Cavite,
the positive row, and so forth. 3.Find the sum of the during its first week.
The owner of the
integers consisting How many rows of first 15 terms of an
store has set a goal of
of two digits. seats are there? arithmetic
increasing her weekly
3. Marlon needs P sequence whose
sales by Php 300
2,520 for his sixth term is -9 and each week. If we
Baguio tour. He tenth term is -15. assume that the goal
save P 50 on his is met, find the total
baon on the first sales of the store
week and ask for during the first 15
an additional P 20 weekof operation.
from his tatay on 3. Francisco plans
the succeeding to save Php 10 every
weeks. How many week on his Bamboo
weeks does he coin bank. If he will
need to request increase his savings
an additional to by Php 1.50 every
reach the amount succeeding week,
he need? how many weeks is
needed to save a
total amount of Php
219?
H. Making The sum of terms in The sum of terms in The sum of terms in The sum of terms in
generalizations and an arithmetic an arithmetic an arithmetic an arithmetic
abstractions about the sequence can be sequence can be sequence can be sequence can be
lesson solve using the solve using the solve using the solve using the
 formula 𝑺𝒏= formula 𝑺𝒏= formula 𝑺𝒏= formula 𝑺𝒏=
n n n n
2 2 2 2
(𝒂𝟏+𝒂𝒏), given the 1st (𝒂𝟏+𝒂𝒏), given the 1st (𝒂𝟏+𝒂𝒏), given the 1st (𝒂𝟏+𝒂𝒏), given the
and last term of the and last term of the and last term of the 1st and last term of
sequence or sequence or sequence or the sequence or
𝑺𝒏= 𝑺𝒏= [𝟐𝒂𝟏+(𝒏−𝟏)𝒅], 𝑺𝒏= [𝟐𝒂𝟏+(𝒏−𝟏)𝒅], 𝑺𝒏=
n n n n
[𝟐𝒂𝟏+(𝒏−𝟏)𝒅], [𝟐𝒂𝟏+
2 2 2 2
given the first term given the first term given the first term (𝒏−𝟏)𝒅], given the
and the common and the common and the common first term and the
difference. difference. difference. common difference.
I. Evaluating learning Each row of the Each row of the Complete the table Three of the
table contains the table contains the below for each elements in a1, an d,
values of three values of three arithmetic series. n, and Sn of the
quantities a1, d, an, or quantities a1, d, an, or a1 an d Sn arithmetic sequence
Sn of an arithmetic Sn of an arithmetic 1. a = S200 = are given. Find the
2 200
sequence. Complete sequence. Complete 200 200 missing elements in
the table below by the table below by 2. a = S100 = each case.
solving the other two. solving the other two. 5 100 1. a1= -3, an =
100 100
a a1 d an n Sn 3. 7 a15 = S15 = 39, n = 15
a1 d n Sn
n 1. 1 1 55 3 28 28 2. a1= 24, an = 3,
1 2. 2 2 98 4. S10 = d = -3
2 5 10 -2 2 1
. 10 205
3. 1 1 5050 3. a1= , d = ,
2 0 3 6
7 -2 -15 n = 10
. 4. 5 7 365
3 15 1
-1.5 15 20 5. 23 1638 4. an = 19, d = ,
. 9 2
4 n=5
5 7 9 5. a1 = -2, n =
.
5 14, and Sn =
2 7 8 20
.
J. Additional activities a. Find the sum of all a. Find the sum of the a. Find the sum of 1. Follow-up
for application or odd numbers from 1 first 40 terms of the first eighteen a. Find the sum of all
remediation to 99. the arithmetic terms of the odd numbers from 1
to 99.
 b. Find the sum of all sequence whose arithmetic 2. Study: Geometric
the even numbers first and third sequence whose Sequence
between 1 and 100 terms are 15 and general term is an a. Define geometric
c. Find the sum of the 21, respectively. = 15 + 8n sequence and
arithmetic sequence b.Find S24 for the b. Find the sum of common ratio.
15, 30, 45, 60, … 50th sequence 2, 14, …, the first sixteen b. Identify which of
term. 12n-10, … terms of the the following is NOT
c. Find S25 for the arithmetic an arithmetic
sequence -8, 7, …, sequence whose sequence. How did
15n-23, … general term is an the non-arithmetic
= 3n + 4 sequence formed?
Identify its pattern.
1, 4, 7, 10, …
9, 12, 15, 18, …
2, -10, 50, -250, …
5, 10, 20, 40, …
2, 6, 10, 14, …
3, 12, 48, 192, …
7, 12, 17, 22, …
4, 11, 18, 25, …
1, 3, 9, 27, …
1, 4, 16, 64, …
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?

GRADE 10 School Bonifacio National High School Grade Level 10

DAILY LESSON LOG Teacher CHRISTIAN M. DELIMA Learning MATHEMATICS
Area
Teaching Dates and Quarter FIRST
Time

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
Content The learner demonstrates understanding of key concepts of sequences.
Standards
Performance The learner is able to formulate and solve problems involving sequences in different discipline
Standards through appropriate and accurate representations.
 Learning Illustrates a geometric Differentiates a Differentiates a finite The learner
Competencies sequence. geometric sequence geometric sequence determines the
( M10AL-Id-1) from an arithmetic from an infinite geometric means
sequence. geometric sequence. between terms of a
( M10AL-Id-2 ) ¿M10AL-Id-3 ) geometric
sequence. (M10AL-
Ie-1)
Objectives a. Illustrate geometric a. Differentiate a finite
sequence. a. Differentiate a geometric sequence a. Solve the
b. State whether the geometric sequence from an infinite common ratio when
given sequence is from an arithmetic geometric sequence. two consecutive
geometric or not. sequence. b. Tell whether the terms are given
c. Develop explorative b. Tell whether the given geometric b. Find the common
skills in doing each given sequence is sequence is finite or ratio when the first
task. geometric or infinite. and last terms are
arithmetic. c. Value critical given
c. Value critical thinking. c. Appreciate the
thinking. use of the common
ratio in solving
geometric
sequence.

Illustrating Differentiating Differentiating

Finding the
II. CONTENT Geometric Geometric Sequence Finite Geometric
Common Ratio of
Sequence from an Arithmetic Sequence from an
Geometric
Sequence. Infinite Geometric
Sequence
Sequence.
III. LEARNING
RESOURCES
G. References
13. Teacher’s pp. 22 – 24 pp. 24 - 26
p. 24
Guide
14. Learner’s pp. 26-28 pp. 12, 27, 39 - 40 pp. 31 – 42
p. 30
Materials
 15. Textbook Our World of Math,
Julieta G. Bernarbe
et. al., pp. 22 and
33
16. Additional http://
Materials from whatis.techtarget.com
Learning /definition/infinite-
Resources (LR) sequence
portal
H. Other Learning Laptop Laptop Laptop Grade 10 LCTGs by
Resources DepEd Cavite
Mathematics 2016
PPT, Laptop,
Monitor, Activity
Sheets
IV. PROCEDURES
A. Reviewing previous DIVIDE AND CONQUER SPEED AND ACCURACY LET’S GROUFIE Hep, Hep! Hooray
lesson or presenting the Direction: TEST
new lesson 1. Choose two (Using a flashcard, I will With your own set Identify if the given
representatives from be showing a criteria, group the sequence is
each group: A and B. sequence, fill in the following: geometric or not.
missing item. First to  Line Say Hep, Hep! if
2. Members A will be give the correct answer  Line segment geometric,
the one to answer on will get a price. )  1, 2, 3, 4, 5, … otherwise say
the board. 100 Hooray!
1. 8, 3, -2, __, -12, …  1, 2, 3, 5, 7, 11,
3. Members B should 2. 120, 60, 30, __, … 13, 17, … 1. 7, -14, 21, -28
position themselves 3. 5, __, 80, 320, …  Natural numbers 2. 20, 15, 10, 5,…
in a row at the same 4. -1, __, 17, 26, …  Even numbers 3. 1, 4, 9, 16,…
distance from the 5. __, 1, 3, 9, … less than 50 4. 9, -9, 9, -9,…
board. 5. 1, 1/3, 1/9, 1/27,
…
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 Geometric and In the previous 1. Which of the

purpose for the lesson relationship between arithmetic sequences discussions, geometric sequences are
two quantities involve different sequence is a geometric?
normally expressed as operations. sequence where each 2. How do we
the quotient of one The given term after the first is know that the
divided by the other. sequences are obtained by sequence is
All answers you examples of both. multiplying the geometric?
got in the previous Which are preceding term by a 3. Identify the
activity are examples geometric sequences? nonzero constant common ratio of
of ratio. Which are arithmetic called the common the given
You need the sequences? ratio. geometric
 concept of ratio in Let us find out as There are two sequence in the
order to understand we consider the types of geometric previous activity.
the next kind of following activities: sequence namely:
sequence. finite geometric
Let’s explore in sequence and infinite
the next activity. geometric 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/Instances of Divide the first 1. Do you remember Considering the given Examples:
the new lesson number by the second the sitting arrangement items above, we could
whenever possible. done last year when group them this way: 1. Solve the
Record the result from you took the NCAE. common ratio in
least to greatest. There were 30 students the geometric
in each room. The table sequence 4, __, __,
1. 54, 3 1 shows that the __, 64
( Ans: 2, 6, 18 ) number of students
Group A are items
2. 32, 2 varies directly as the Step 1: Identify
which suggest limit
( Ans: 2, 4, 8, 16 ) number of rooms or as the first term, last
thus it is considered
3. 375, 5 the number of rooms term and the
finite.
( Ans: 3, 15, 75 ) increases, the number number of terms in
of students also the problem.
Group B are items
Notice the increases. Can you
whose last value
sequence formed by guess the number of a1 = 4 a5 = 64
cannot be determined.
the quotients students when there n=5
It has no limit,
arranged from least to are 12 rooms used?
therefore, they are
greatest. Table 1 is an example Step 2: Use the
infinite.
Those are of Arithmetic Sequence. formula, an = a1r(n-
examples of 1)
which we
geometric sequence. learned from our
The next number past lesson to find
could be obtained by 2. Suppose that the the common ratio.
multiplying the number of a certain an = a1r(n-1)
preceding number by bacteria grows as 64 = 4r5-1
the divisor used. shown in table 2 below. 64 = 4r4
In geometric At the start, there are 64 =4r4
sequence, that only 1, 000 bacteria 4 4
constant number and after 1 hour the 16 = r4
multiplied to the number of bacteria is 24 = r 4
preceding number to doubled. It is consistent ±2 = r
obtain the next is that based from the
called the common observation, the Answer: The
ratio. number of bacteria is common ratios, r =
always doubled every 2 and r = -2
hour. Can you tell the
number of bacteria
after 7 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.

B. Facts observed in
table 2:
1. The sequence of the
number of bacteria is
1000, 2000, 4000,
8000,
16000
2. This is a geometric
sequence
3. The first term is
multiplied by 2 to get
the
second term, and the
second term is
multiplied by 2 to get
the third term, and
so
on.
4. 2 is known as the
common ratio
 5. The operation
involved
is multiplication or its
inverse.
D. Discussing new Fold Me Up State whether each of State whether each of
concepts and practicing Do the activity the following the following 1. What are the
new skills # 1 with a partner. One of sequences is arithmetic geometric sequences three properties of
you will perform the or geometric. Name the is finite or infinite. the geometric
paper folding while common difference for 1) 4, 12, 36, 108,…. sequence that we
the other will do the arithmetic and the 2) 2, 6, 18, 54, 162 need to know in
recording in the table. common ratio for 3) 7, 14, 28, 56, 112 order to solve the
1. Start with a big geometric seguence. … common ratio?
square from a piece of 4) -3, 3, -3, 3
paper. Assume that 1) 3, 7, 11, 15, 19, 23 3 3 3 3 2. What is the
5) , , , , …
the area of the … 4 4 4 4 formula to be used
square is 64 square 2) 2, 6, 18, 54, 162 … to solve the
units. 3) 7, 14, 28, 56, 112 … common ratio?
2. Fold the four 4) 6, 24, 96, 384 …
corners to the center 5) 9√4, 7√4, 5√4, 3√4… 3. Why do we have
of the to multiply both
square and find the sides of the
area of the resulting exponential
square. equation 64 = 4r4
3. Repeat the process by 1/4 ?
three times and
record the results in 4. What do we do
the table below. to number 16?
Notice that 16 =
r4 becomes 24 = r4.
Square 1 2 3
Area 5. Why do we
cancel the
exponents in the
equation
 24 = r4?

E. Discussing new 1. What is the area of 1. How do you find 1. How do you find
concepts and practicing the square formed doing the activity? doing the activity? 1. Find the
new skills # 2 after the first fold? 2. Which of the items 2. Which of the items common ratio in
Second fold? Third are arithmetic are finite geometric the sequence 8,
fold? sequence and sequence and which __, __, __, 128.
2. Is there a pattern in geometric sequence? are infinite geometric
the areas obtained 3. What are the sequences? Solution:
after 3 folds? important 3. What are the
3. You have generated characteristics that you important an = a1rn -1
a sequence of areas. should remember in characteristics that ___ = 8r__ – 1
What are the first 3 identifying arithmetic you should remember
terms of the or geometric in identifying finite ___ = 8r__
sequence? sequence? or infinite geometric
4. Is the sequence a sequence? ___ = 8r__
geometric sequence? 8 8
Why?
5. What is the ___ = r__
common ratio? The
fourth term? ___ = r__

r = ____ ; r =
_____

2. Find the
common ratio in
the sequence 4,
__, __, 108
 Solution:

an = a1rn -1
___ = __r 4 – 1

___ = __r3

____ = __r3
__ __

___ = r3

___ = r3

r = ____ ; r =
_____

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

(leads to Formative the following A. Examine the State whether each of Give the common
Assessment 3) sequences is sequence 12, 17, 22, the following ratio in each of the
geometric or not. If it 27, 32, … geometric sequences following
is, find the common is finite or infinite. geometric
ratio. Step 1. Subtract the sequences:
second term by the first 1) 3, -6, 12, 24
1. 5, 20, 80, 320, … term 2) 64, 16, 4, 1, … 1) 8, __, __, __,
2. 7√2, 5√2, 3√2, √2, 3) 8 terms of the 5000
… Step 2. Check if the 2 1 2) 3, __, __, 648
sequence 24, 4, , ,
3. 5, -10, 20, -40, … difference between the 3 9 3) 7, __, __, __, __,
4. 1, 0.6, 0.36, 0.216, third term and the … 1701
… second term is the 4) 4 terms of the
5. 10/3, 10/6, 10/9, same with step 1. 1 1 1 1
sequence , , ,
10/15, … 3 9 27 81
Step 3. Therefore, the 5) all terms of the
sequence 12, 17, 22, sequence 1, √2, 2,
 27,
32, … has a common
difference ( d = ___)
Therefore, it is ________

B. Examine the
sequence 2, 6, 18, 54,
162 …

Step 1. Divide the

second term by the first
term 2√2

Step 2. Check the result

if the same operation is
applicable to get the
third term.

Step 3. Therefore, the

sequence 2, 6, 18, 54,
162 …has a common
ratio ( r = ___)
Therefore, it is
_________
G. Finding practical State whether each of State whether each of
application of concepts TRY THIS… the following the following 1. What is the
and skills in daily living sequences is arithmetic geometric sequences common ratio if
or geometric: is finite or infinite. three geometric
1. 4, 12, 36, 108, 324… −1 1 means are
1) -4, -1, ,− , …
2. -4, 13,, 30, 47, 64… 4 16 inserted
3. 3, -6, 12, -24, -72 … 2) 7 terms of the between 7 and
4. 3, 5, 7, 9, 11… 3 3 567?
sequence , ,15, …
Suppose the amount 5. -3, 3, -3, 3, -3… 20 2
of water in the bottle 3) 6, 12, 48, …, 768 2. If six terms
 doubles every second. 4) all terms of the are to be
It is consistent until sequence 120, 60, inserted
the bottle is filled with 30, 15, … between 8,748
water having 100ml 5) ..., 4, 8, 16, 32, 64 and 4 being the
after 1 second. first term and
a. Record your last term
observation in 5 respectively,
seconds. What is the
b. Is the sequence common ratio?
formed geometric?
c. What is the 3. The growth
common ratio? rate of ants is
rapidly
increasing.
There were 10
ants at the
beginning but
on the 7th day,
it was counted
by keizelyn and
she found out
that the total
number of ants
was already
640. Make a
table to show
the number of
ants from first
day to seventh
day.

H. Making A geometric Arithmetic Sequence Finite sequence is

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

f. Express both
sides ot the
exponential
equation with the
same exponent

g. Cancell the
exponent, since
 expressions with
the same
exponents are
equal

h. If the exponent
being cancelled is
even, there are two
roots which are
positive and
negative roots, and

i. If the exponent
being cancelled is
odd, there is only
one root/common
ratio and that is
either positive or
negative

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

5) 2, __, __, __, __, 2

243

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

for application or Think about this: State whether the 1. Find the
remediation Is 4, 0, 0, 0,0, … a given sequence is an common ratio of
geometric sequence? arithmetic or geometric the following
1) 77, 70, 63, 56, 49 … geometric
A. Follow Up
B. Differentiate a 2) 6400, -1600, 400, - sequences (Show
List down 5 examples
geometric sequence 100, 25 … your solution).
of finite geometric
from an arithmetic 3) 6, 30, 150, 750, a) -2, __,
sequence and 5
sequence. 3750 … __, __,__, -64.
example of infinite
b) 2,__,
geometric sequence.
B. Define a finite and __,__, __, __, 1458
an infinite geometric
B. Answer:
sequences. B. Study
Activity 4 and 5
1. Define
Learners Module
geometric 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?
 GRADE 10 School Bonifacio National High School Grade Level 10
DAILY LESSON LOG Teacher CHRISTIAN M. DELIMA Learning MATHEMATICS
Area
Teaching Dates and Quarter FIRST
Time

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
Content The learner demonstrates understanding of key concepts of sequences.
Standards
Performance The learner is able to formulate and solve problems involving sequences in different
Standards disciplines through appropriate and accurate representations.
Learning Determine the The Learner The learner finds the The learner finds
Competencies geometric means determines the sum of the terms of a the sum of the
between terms of a geometric means given finite geometric terms of a given
geometric sequence between terms of a sequence. infinite geometric
(M10AL – le-1) geometric sequence (M10AL – le-2) sequence. (M10AL
(M10AL – le-1) – le-2)
Objectives a. Know the general
a. Find geometric a. Give the geometric formula of finding a. Determine the
means means of a the ratio of the
of a geometric geometric sum of the first n- given
sequence. sequence, terms of finite infinite
b. Use the common b. Insert geometric geometric sequence
geometric
ratio means b. Determine the sum
to find the given two terms of a of sequence
geometric geometric finite geometric b. Determine the
means between sequence. sequence using the sum of infinite
two c. Solve for geometric general formula. geometric
terms. means between two c. Find the sum of
 c. Appreciate the use given number/s finite sequence.
of using geometric sequence c. Solve problems
geometric the common ratio. involving infinite
sequence geometric
formula in solving sequence.
real-life problems.
Geometric Means Geometric and Other Sum of Finite Sum of Infinite
II. CONTENT of a Geometric Sequences Geometric Geometric
Sequence Sequence Sequence

III. LEARNING
RESOURCES
I. References
17. Teacher’s p. 24 p. 24 pp. 22-25 p. 25
Guide
18. Learner’s p.30 p. 30 pp. 31-34 pp. 35-37
Materials
19. Textbook Intermediate Algebra Intermediate Algebra II Exploring
by: Pastor B. by: Soledad Jose – Mathematics 10-K
Malaborbor, et. al., pp. Dilao, Ed D. pp. 198 to 12 Edition by:
314 - 322 Elisa S. Baccay et.
al pages 54 t0 57
Intermediate
Algebra by Pastor
Malaborbor, et. al,
pages
54 t0 57
e-math
Intermediate
Algebra by Orlando
A. Oronce, et. al
pages 444 - 450
20. Additional http:// https:// http:// http://
Materials from www.virtualnerd.com www.slideshare.net/ www.answers.com/ www.answers.com/
 Learning /algebra-2/ jamichsthermm/ Q/ Q/
Resources (LR) sequences-series/ geometric-sequence- What_is_the_differenc What_is_the_differ
portal geometric/geometric- and-geometric-mean e_between_infinite_an ence_between_infi
sequences/ https:// d_finite_sequence#sli nite_and_finite_seq
geometric-mean- www.slideshare.net/ de=2 uence#slide=2
example kyung2/math- http://
geometric-mean www.intmath.com/
series-binomial-
theorem/3-infinite-
geometric-series.
J. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Activity Sheets,
Resources DepEd Cavite DepEd Cavite DepEd Cavite Prepared Visual
Mathematics 2016, Mathematics 2016, Mathematics 2016, Aid,
Worksheets and Worksheets and Worksheets and Practice Exercises
PowerPoint PowerPoint PowerPoint LCTGs Grade 10
presentation presentation presentation by DepEd Cavite
IV. PROCEDURES
A. Reviewing previous From Bailen, A certain type of (QUICK THINKING Recall/Review
lesson or presenting the what are the bacteria multiplies at ONLY!)
new lesson barangays that you a constant rate per Gabriel wants to Tell whether
will pass by if you are day. At the end of the spend his 12-day each statement is
going to Alfonso? 1st day there were Christmas break True or false.If
How many barangays 12,000 bacteria and productively by false, justify
are there inside the at the end of the 4th working in “Alamat your answer to
two endpoints/towns? day there were Restaurant” located at make it true.
There are four 40,500 bacteria.How Picnic Grove. The
barangays. What are many bacteria were manager offers 2 1. Fnite means
those? there at the end of salary scheme: a number
Answer: Cast. the 2nd and the 3rd Php100 per day or value that is
Cerca, Cast. Lejos, days? Php1 on the 1st measurable.
Marahan, Alas-as. day,Php 2 on the 2nd 2. An infinite
Bailen and Alfonso This problem translate day, Php4 on the 3rd number
are endpoints. to inserting two day and double the value means
The number of positive geometric salary each day until the number
 barangays mentioned means between the 12th day. If you is so large
above has a similarity 12,000 and 40,500. were Gabriel, which and it cannot
to the concept of our salary scheme are you be
topic today. There Guide Questions: going to accept? Why? measured.
are four (4) 1. In a Geometric 3. 16, 8, 4 …..
barangays that you sequence which After 12 days, is finite
will pass by when you number represent a1 ? how much will Gabriel geometric
started from Bailen an ? receive? Aside from sequence
going to Alfonso. adding all the salaries 4. -1, -3, -9,…..
2. At the end of day 2 each day which day is -243, -725 is
and day 3,how many equal to P4,095.? infinite
bacteria were there? What is the sum of his geometric
salary ater 15 days? sequence
3. What will you do to 5. the number
get the number of of terms in
bacteria given in 2nd geometric
day and in 3rd day? sequence is
finite ,the
sum of the
terms is
called finite
geometric
series.

B. Establishing a Let us take the (4) Do these with your WANT SUM ? Quick Thinking
purpose for the lesson barangays between seatmate. Do this activity Is it possible
Bailen and Alfonso. 1. If the first and the with a partner? to get the sum of
last terms of A. Let us consider the terms of the
Geometric the geometric following
Sequence are 6 sequence geometric
and 625, what 3,6,12,24,48,96 sequence?
are the two … What is the 1. 5, 15, 45,
Geometric sum of the first 135,…..
means? 5 terms? 2. 2, 2, 2, 2, 2,
 2. What are the 2, ….
missing terms in Let them 3 3 3 3
geometric observe how the 3. , , , ,
4 8 16 32
sequence 2, __, sum of the first 3 3
__, 54 if the 5 terms of a ,
64 128
,.…
From Bailen common ratio is geometric
3? sequence was
3. What number is obtained.
between 5 and 20
if the common Answer:
ratio (r) is +2? Let
S5 = 3 + 6 + 12 + 24
+ 48 (2S5 =
6 + 12 + 24 + 48 +
96)
to Alfonso -S5 = 3 - 96
-S5 = -93
S5 = 93

Guide Questions:
a. What must be
done in
geometric
sequence
3,6,12,24,48,96
… in equation 1?
b. From equation
1, what will you
do to get the
equation 2?
c. What
fundamental
 a) Which
Barangay
comes first to
pass by?
b) Which
Barangay
comes last to
pass by? operation is
c) Which used to get the
Barangay
comes between equation 3?
Cast. Cerca and d. What is the
Alas-as? value of S5?
d) In geometric
sequence what
does Cast.
Cerca
represent?
Cast. Lejos?
Marahan? Alas
–as?
e) Which among
the 4
Barangays
represent
Geometric
Means?
C. Presenting Activity 1. Illustrate Post on the board the From the activity To get the
examples/Instances of the geometric means following illustrative above, we can derive sum of infinite
the new lesson in the examples and let the a formula for finding geometric
Geometric students observe how the sum of the first n sequence, the first
sequence 4, 8, 16, the geometric mean term of a geometric thing to do is get
32, 64 is/are found. system. the
a. What is the first (This activity must be value of r.
term, a1? Illustrative Example 1. posted or presented
b. What is the last Find the Geometric on the board for the If -1< r < 1, then
term, an? Mean between 3 and student interaction.) it is possible to get
c. How many 48 the sum.
terms are a. Let us consider
inserted To get the geometric the sum of the n If r ≥ 1 or r ≤ -1,
between 4 and mean multiply 3 and 48 term of a then it is not
64? What are and get the square Geometric possible to get the
they? root: sequence. sum.
d. Can you guess √ ( 3 ) ( 48)
the geometric = √ 144 ¿ ¿ = + 12 Sn = a1+a1r + a1r2 Illustrative
means? +…. + a1rn-1 Examples
Or, you could just Equation 1)
( a. 5, 15, 45,
To find the Geometric divide 48 by 3 and get 135, …
means of the given the square root. Then b. Multiply both Solution:
geometric sequence, multiply the result by 3. sides of the Since the

√
we must follow these 48 equation 1 by value r is 3, then it
steps: 3x = 3 x √ 16 is not possible to
3 the common
=+3x4= ratio r. get the sum.
+ 12
b. 2, 2, 2, 2, 2,
rSn = a1r+a1r2 +
Step 1. Find the Hence the geometric 2, 2, ….
common ratio using
a1r3 +... + a1rn- Solution:
mean both ways is 12 1
+a1rn (Equation 2)
an = a1rn-1 or + 12 Since the
You can check value of r is 1,
Solution: an = a1rn- c. Subtracting there are infinite
geometric sequence equation 2 from
1
3,12, 48 using terms, then it is
64 = 4r 5- equation 1 possible to get
r = +4
1
substitute an =64, Sn = a1+a1r + a1r2 sum.
a1 = 4 and n=5 Note that: +…. + a1rn-1 3 3 3 3
64 = 4r4 To solve for geometric c. , , , ,
4 8 16 32
simpliy the exponent mean between two 3 3
64 = 4r4 terms, you can also - (rSn = a1r + ,
64 128
….
apply MPE use + √ ab, a1r +…. + a1rn-1 +
2
Solution:
4 4 If there are more, you a1rn)
Since the
16 = r4 can use the general 1
simplify to make the term for geometric Sn - rSn = a1 - a1rn value of r is ,
2
coefficient of r is 1 sequence an = a1rn-1 then it is possible
2 4 = r4 d. Factoring both
to get the sum.
exponential equation Illustrative Example sides of the
+2 = r 2 resulting
The sum of
common ratio equation
infinite Geometric
Step 2. Multiply the Insert four geometric Sequence can be
first term by the means between 32 and Sn (1 –r) = a1 (1- r) obtained by using
common ratio r = 2 243. the formula:
to get the Solution: e. Dividing both
second term. Repeat Recall an = a1rn-1 sides by 1 – r, a1
the process until where a1 = 32 and, where S∞ = (1 – r )
you solve the 1 - r ≠ 0.
tree geometric
n = 6 and an = 243. where a1 is the 1st
Sn =
means. term and r is the
243 = 32r6-1 common ratio,
Use r = -2 to
243 = 32 r5 a 1 ( 1−r n ) a 1−a 1r n
find the other
32 32 ∨ ,r (r =
a2
¿
geometric sequence 1−r 1−r a1
Hence, ≠1 3 1
r5 = ( 3 )5 since , a1 = ,r =
4 2
(2 )5 Hence
r= 3 then,
2
a 1 ( 1−r )
n
a1 = 32, Sn =
3 1−r
For r = 2 a4 = 48 x 2 =108 or
 3 3
a2 = 32 x = 48,
A2 = 4 x 2 = 8 2 4
3 a 1−a 1 r
n S∞ = 1
A3 = 8 x 2 = 16 a5 = 48 x 2 = 162 Sn =
1−r
, (1− )
2
3 3
A4 =16 x 2 = 32 a3 = 48 x = 72 S∞ = 2
2
3 is the general
a6 = 48 x 2 = 243
formula for the sum of Therefore, the sum
Hence, the geometric the first n term of a of infinite
For r = -2 means between 32 and Geometric Series. geometric
243 are 48, 72, 108 sequence:
A2 = 4 x -2 = -8 and 162.
Illustrative Example 3 3 3 3 3
A3 = 8 x -2 = -16
1. , , , , ,
4 8 16 32 64
Remember that If you 3 3
A4 = 16 x -2 = -3 insert an odd number 1. Fnd the sum of 128
,.… is
2
of geometric means the first 8 terms
between two numbers, of geometric
Stress that since
you will generate two seqence:
there are two
geometric sequences 1,2,4,8,16,32,64
common ratios, there
with the common ratios ,128
are also two
negatives of each Solution
Geometric sequences
other. Using the
such as: 4, 8, 16, 32,
However, if you insert formula, Sn =
64 and -4, -8, -16, -
an even number of
32, -64. Thus, the a 1 ( 1−r n )
geometric means, you
geometric means are 1−r
will have only one
8, 16, 32 and -8, -16, a. What are
geometric sequence.
-32 respectively the
nescessary
ifnormation
needed to
solve this
problem?
 Answer:
a1 = 1, r =
2, n = 8
b. What are
you going to
find out in
this
problem?
Answer:
Sum of the
8 terms in
the given
geometric
sequence or
S8 .
c. What will
you do to
get S8?
Answer:
Substitute
the given a1
= 1, r = 2,
And n = 8
to the
formula ans
simpliy.
Thus,
Sn =
a 1 ( 1−r n )
1−r
S8 =
1 ( 1−28 )
1−2
 S8 = 255

These formulas may

also be used or the 3
possible values of r

a When r < 1
then, Sn =
a 1 ( 1−r n )
1−r

b When r > 1
then, Sn =
a 1 ( r n−1 )
1−r
c When r = 1
then, Sn =
na

Illustrative Example
2
Find the sum of the
following finite
geometric sequence.
a. 2, -2, 2, - 2, 2,
-, 2, 2

1. When r = -1
and n is even
then, S8 =
 2 ( 1−(−1)8 )
=
1−(−1)
0

b. 2, -2, 2, - 2, 2,
-, 2, 2

2. When r = -1
and n is odd
then, S7 =
2 ( 1−(−1)7 )
=
1−(−1)
2 (value of
a1)

c. 2, 2, 2, 2, 2, 2,
2, 2

3. When r = 1,
then S8 = na1
= 8(2) = 16

D. Discussing new THINK, PAIR, SHARE THINK, PAIR, SHARE Board work Activity A. Given infinite
concepts and practicing geometric
new skills # 1 Given the A. Find the positive A. Find the sum of sequence:
Geometric Sequence: and negative the first 5 terms
3, __, __, __, 768 geometric mean of 1,4, 16,…. 1 1 1
8, 2, , ,… ,
Guide Questions: between 5 and 20. B. Find the sum if 2 8 32
1. Which term is Solution: a1 = 80, r = 2 …
an? a1? √ ( 5 ) x ¿ ¿ = √ ¿¿ and S
2. What is n in the = 10 and ___ Answer the
given following
 sequence? questions:
3. Using an = a1rn-1 B. Insert two sets of 1. What is
, what is the geometric mean the value
value of r? How between -5 and of a1?
did you find it? -405. a2?
4. Do you have Solution: 2. What is
any other way −405 −5 __ - 1 the
of finding the = r
−5 −5 common
value of r aside 81 = r2 ratio (r)?
from the one √ ¿¿ ¿ = r How did
illustrated in you find
+ __ = r
step 1? r?
5. What the three Hence, the
geometric geometric means B. Given the
means inserted between -5 and -20 are value of r
between 3 and ___, ___, ___. and a1, what
768?
is the sum of
infinity?
E. Discussing new In activity 1 to 3, a. How did you find Do the following
concepts and practicing 1. How many terms this activity? with a partner! Do the following
new skills # 2 are there in the b. What concept of exercises:
geometric sequence Problem
geometric means
including the first and In text brigade Determine the
last terms? did you use to relay scheme of sum of infinite
find the Grade-X May Kusa, geometric
2. What do you need geometric means the following are the sequence. Fill in
to solve first to find of the given number of receivers of the blank with
the geometric means geometric the text after the third the correct
of the given sequence? transmittal. Find the answer.
geometric sequence? total number of
c. Can give some
person who received 1. 8,4,2,1, ……
3. What concept or real life problem the text after the 6th Determine
principle do you need that can be transmittal, assuming a1 = __, a2 = __,
to find the geometric solved using the that the relay is not r=__
means of a geometric broken and each
general term of
sequence? message is Write the
geometric successfully formula: S∞ =
4. What did you do to means? transmitted ______
find the number of 1. 4, 12, 36,… .
terms including the Substitute the
first and last? Solution
value of a1 and r
Determine the
5. What is your values of a1, n and r.
conjecture if n in rn is a1 = ____; n = ______; S∞ = ______
odd? even? r = _______
Simplify:
6. Given the first Write the formula in S∞ = _______
term and the finding the sum of
common ratio, how finite Geometric 1 1 2 4 8
1) 2. , , , , ,
did you find the sequence. 2 3 9 27 81
inserted terms Sn = 3
____________________ 28
,.…
between two
numbers of
geometric sequence? Substitute the values Determine
of a1, n and a1 = __, a2 = __,
Sn = r=__
____________________
Simplify. Write the formula:
Sn = S∞ = ______
____________________
Substitute the
2.3, 6, 12, …
value of a1 and r
Solution:
S∞ = ______
Determine the
Simplify: S∞ =
values of a1, n
 _______

and r. 3. 16, 8, 4…..

Determine
a1 = ____; n a1 = __, a2 = __,
= ______; r = _______ r=__
Write the
formula in finding the Write the
sum of finite formula: S∞ =
Geometric sequence.
______
Sn =
________________
Substitute the
____
Substitute the value of a1 and r
values of a1, n
and r. S∞ = ______
Sn =
________________ Simplify:
____ S∞ = _______
Simplify
Sn = A. Explain briefly,
________________ when was the
____ sum of infinity
possible? Not
possible?
F. Developing mastery Give the Board work. Do More
(leads to Formative geometric means of 1. Give four A. For each given
Assessment 3) the following geometric means Geometric Find the
geometric between √ 2 and 8 sequence, find sum of each
sequence: 2. Find the positive the sum of the infinite geometric
1) 3, __, __, __, 1875 first sequence,
geometric mean
2) 6, __, __, 2058 if it exists. Leave it
3) 8, __, __, __, between -8 and 1. 25 Terms of if not.
__, 1944 -2. 3, 3, 3, ….
4) 1, __, __, 1331 3. Find the positive 2. 50 Terms of 1) 81,23, 3, …
5) 224, __, __, __, and the negative 4, 4, 4, 4,4, … S∞ = ______
__, 7 geometric mean 3. 100 Terms of 2) 9, 3, 1…..
between 3 and 5. -6, 6, -6, 6,-6, 6 S∞ = ______
… 3) 4, 12, 36, …
4. Insert three
4. 6 Terms of
geometric mean S∞ = ______
32, 64, 128 …
between 8 and 2 4 8
5. 7 Terms of 4) , ,
25 25 25
216. 27, 9, 3 ….
5. Insert geometric … S∞ =
mean between B. Solve the ______
4x3 and x3. problem. Show 81 −27 9
your complete
5)
8
, 4 ,2…
solution S∞ = ______
The game of
chess was invented
for a Persian king by
one of his servant, Al-
Khowarizhmi. Being so
pleased, he asked the
servant of what he
wanted as a reward.
Al-Khowarizhmi asked
to be paid in terms of
grain of wheat in a 64
square chessboard in
this manner: 1 grain
of wheat in the 1st
square, 2 grains in the
2nd, 4 grains in the 3rd,
and so on, with the
amount doubling each
square until the 64th
 square. The King was
surprised for the little
thing the servant had
asked and granted the
servant's request.
How many grain of
wheat will the servant
be paid?
G. Finding practical GROUP OF FIVE Square Group Actvity Solve each problem: THINK, PAIR AND
application of concepts ACTIVITY SHARE!
and skills in daily living The students will 1. Every December, Solve each
(Each group will pick be working in a groups Tagaytay City Science problem.
one question to and will be presenting National High School A. After one
answer) their output in class) is sponsoring a Gift- swing,
giving program for pendulum
1. What are the three Under ideal less fortunate covers 90%
geometric means conditions, the number students. A of the
between 3 and 768? of microorganism in a newspaper fund drive distance of
culture dish double to collect fund was the previous
2. What are the every hour. If there are launch. A student swing. If the
missing terms in the 10,000 microorganism promised that he will first swing is
sequence 5, __, __, at 12 noon how many bring 2 newspapers on 200
320 microorganism will be the launching day of
centimeters,
there at 2pm, 3pm, the drive, 6 on the
what is the
3. Insert 5 geometric 4pm and 5pm? second day and triple
total length
means between 6 the number of
the
and 4,374 Hint: 1pm (t1= newspapers each day
until the last day of pendulum
10,000), 6pm (t6 =
4. What are the two 320,000) and r =2 the fund drive. If the traveled
terms between 1024 (double every fund drive is set from before it
being the first term hour) December 1 to comes to a
and 2 as the last December 5. rest.
term.? a. How many B. A rubber ball
newspapers will the is dropped
 on a hard
surface from
a height of
student bring on the
last day? 80 feet and
b. What is the bounces up
total number of and down.
5. The number of a newspapers that he On each
certain bacteria is will contribute? rebound, it
doubled every hour. bounces up
If the initial number 2. Rafael is helping his
exactly one-
of bacteria is 800 mother in their small
units and becomes “Pasalubong Shop” `in half the
25,600 on the 6th Sky Ranch. If Rafael distance it
day, how many sold 3 buko tarts in his just came
bacteria are there on first day and 6 in his down. How
the third day? second day and far has the
doubles his sales ball traveled
every day, how many
when it
buko tarts did he sell
after 10 days? appears to
come to a
stop?

H. Making To find the geometric Generalization To find the sum of The sum of
generalizations and means of the given To solve for geometric Finite Geometric infinite Geometric
abstractions about the geometric sequence mean between two Sequence, it is Sequence
lesson a. Identify the terms, you can use + important to use the can be
number of √ ab, General formula for described in the
terms in a If there are more, you finding the sum of form:
geometric can use the general Geometric Series such
sequence term for geometric as a1
(including the S∞ = (1 – r ) ,
sequence an = a1rn-1
geometric where -1< r < 1
 means, the a 1 ( 1−r n )
first term and Sn = However,
1−r
the last term). or Sn = when r ≥ 1 or r ≤
b. Solve the n -1, there is no
a 1−a 1 r
common ratio. , infinite sum.
c. Multiply the 1−r Why do you
first term by think so? Can you
the common Where: Sn = the prove it?
ratio to find sum
the second a1 = the first
term. term
d. Multiply the n = no of
second term terms
by the r = the
common ratio constant ratio, r ≠ 1
to find the
third term, The formula
and repeat the may also be used or
procedure three possible values
until you solve of r.
the required Case 1 When r < 1
geometric a 1 ( 1−r n )
then, Sn =
means. 1−r
e. In bx = rn, If
the exponent Case 2 When r > 1
being a 1 ( r n−1 )
then, Sn =
cancelled is 1−r
odd, there is
only one Case 3 When r = 1
common ratio then, Sn = na
and that is
either positive
or negative;
while if n is
 even, there
are two
common
ratios which
are positive
and negative.

I. Evaluating learning Find the geometric Solve the

means of the Assuming that each of problem and show
following geometric the given geometric the complete
sequences (Show sequence is a pyramid Solution.
your solution) networking. Find the 1. A square is
total number of 16 inches on
1. Find the members in each each side. It
missing terms sequence. is positioned
in the 1. 5, 15, 45, 135, to form a
geometric Worksheet 405, 1215 new square
sequence -2, Find the geometric 2. 2, 8, 32, …. by
__, __, __, __, - means. 8192 connecting
64. Geo 3. 4, 12, …... a9. the midpoint
2. Insert 4 Inser a1 a2 metr of the sides
geometric t ic of the
means Mea original
between 3, - ns square. Then
3072? [2] 6 24 two of the
3. What are the [3] 1/ 16 corner
5 geometric 2 triangles are
means in the [1] 5 6 shaded. The
sequence 2, [4] 9 36 process is
__, __, __, __, √2 repeated
__, 1458? [ 1 ] 8. 12 until the nth
4. Complete the 1 .1 time and
geometric each time,
sequence two of the
 1782, __, __, corner
__, 22 triangles are
5. Insert 3 shaded.
geometric Find the total
means from 3 area of the
to 1627. shaded
region.

2. Christy
suffers from
allergy once
she ate
shrimps.
Unfortunatel
y, she
accidentally
ate Palabok
with shrimps
in Balay na
Dako
Restaurant
in one of
their family
bondings. Dr.
Diaz of
Ospital ng
Tagaytay
recommends
that she take
300 mg of
her
medication
the first day,
and
 decrease the
dosage by
one half
each day
until the last
day. What is
the total
amount of
medication
Christy will
take?
J. Additional activities Answer the following 1. Follow-up:
for application or problems about A. Follow Up A. Follow Up Sum of
remediation Geometric Means: Sum of Finite Infinite
Given Geometric Sequence Geometric
1. What are the four 1. In the given sequence
geometric means geometric
between -4 and 972? a f f Find the
sequence, the sum to infinity of
b
second term is 3 each Geometric
2. What are the
missing terms in the d e and the sixth sequence.
sequence 5120, __, What is the proportion term is 48, find 5 5
__,__, __, 5 that uses f? the sum of the a. 5, 4 , 16 ,
d f first 10 terms. 5
Answer: =
3. Insert 5 geometric f e Then f 2. How many 64
…
means between 7 is the geometric mean ancestors from 1
and 28,672 between d and e.
parents to b. 1, 2 , …
great-great- 2 2
4. What are the three
great c. 2, , ,
terms between 160 Given 3 9
grandparents do
being the first term …
and 10 as the last? a c you have?
2. Study:
b
Harmonic
5. Insert five B. Study: Sum of
 4 10
14

Proportion Infinite
Geometric
4 a
= sequence.
a 14
1. Differentiat Sequence
e finite and
4 b
= geometric Fibonacci
b 10
sequence Sequence
geometric means to from
10 c a. What is
the geometric = infinite
sequence 4374, __, c 14 Harmonic
Geometric Sequence
__, __, __, __, 6
Find the geometric sequence. ?
mean proportional 2. What is the b. What is
between formula to Fibonacci
a. 4 and 14 b. 4 find the Sequence
and 10 c. sum of ?
10 and 14 infinite
Geometric
Study
1. Finite and infinite sequence?
geometric sequence.

2. Sum of finite and

infinite terms of
geometric sequence
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?

GRADE 10 School Bonifacio National High School Grade Level 10

DAILY LESSON LOG Teacher CHRISTIAN M. DELIMA Learning MATHEMATICS
Area
Teaching Dates and Quarter FIRST
Time

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
7. Content The learner demonstrates understanding of key concepts of sequences.
Standards
8. Performance The learner is able to formulate and solve problems involving sequences in different disciplines
 Standards through appropriate and accurate representations.
9. Learning The learner The learner solves The learner solves The learner solves problems
Competencies illustrates other problems involving problems involving involving sequences
types of sequences sequences (M10AL-lf- sequences (M10AL-lf- (M10AL-lf-2)
(e.g., harmonic, 2) 2)
Fibonacci).
(M10AL-lf-1)
Objectives a. Write the corresponding
a. a. Determine a. Determine the a. Formulate and arithmetic sequence
Harmonic and type of sequence solve real-life b. Solve real-life problems
Fibonacci involve in the problems involving involving harmonic
sequences problem geometric sequence
b. Solve problems b. Apply the formula sequence c. Speed and accuracy in
involving in solving real-life b. Create their own finding the harmonic
Harmonic and problems involving problem and sequence of real-life
Fibonacci arithmetic solution involving problems
sequences. sequence geometric
c. Value the c. Show enthusiasm sequence
presence of in performing any c. Develop
sequence in our assigned task cooperation while
daily life. doing the assigned
task.
Harmonic Problem Solving Problem Solving Problem Solving
II. CONTENT Sequence and Involving Involving Involving Sequences
Fibonacci Sequences Sequences
III. LEARNING
RESOURCES
K. References
21. Teacher’ p. 26 p. 26 p. 26 p. 26
s Guide
22. Learner’ pp. 43 - 46 pp. 43 - 46 pp. 43 - 46
pp. 37 - 40
s Materials
23. Textboo
k
 24. Addition www.mathisfun.co
al Materials m/numbers/
from fibonacci-
Learning sequence.html
Resources
(LR) portal
L. Other Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by DepEd
Learning DEPED Cavite DepEd Cavite DepEd Cavite Cavite Mathematics 2016,
Resources Mathematics 2016 Mathematics 2016, Mathematics 2016, Worksheets and PowerPoint
Activity Sheets and Worksheets and Worksheets and presentation
PowerPoint PowerPoint PowerPoint
presentation presentation presentation
IV. PROCEDURES
A. Reviewing Activating Prior (Pass the Message) (QUICK THINKING (THINK-PAIR-SHARE)
previous lesson or Knowledge ONLY)
presenting the new Insert 3 Arithmetic Suppose the A pile of bricks has 38
lesson GUESS WHAT’S means between 2 and auditorium of the bricks on the first row, 34
NEXT! 8 using the formula an Tagaytay International on the second row, 30
Determine the = a1 + (n – 1)d? Convention Center bricks on the third row.
next term in each (TICC) has 20 seats in How many bricks are ther
sequence the first row and that in the 9th row?
1. S, M, T, _______ each row has 2 more
2. J, J, A, S, seats than the
________ previous row. If there
3. J, M, M, J, S, are 30 rows in the
_____ auditorium, how many
4. 3, 5, 8, 13, seats are in the last
_______ row?
5. 2, 6, 8,
__________
6. 1, 4, 9, 16,
_______
7. 1, 8, 27,
_________
 8. 4, 7, 12, 19,
______
9. 3, 9, 27, 81,
______
10. 1, ½, 1/3, ¼,
1/5, __

B. Establishing a Determine Can you still Can you still 1. What sequence are we
purpose for the whether each remember the remember the going to apply?
lesson sequence is way/process in solving way/process in solving 2. Determine the arithmetic
arithmetic, arithmetic sequence? geometric sequence? sequence.
geometric or neither. 3. What is the reciprocal of its
If the sequence is What is the formula can What is the formula arithmetic sequence?
arithmetic, give the we use in finding the can we use in finding
common difference; sum of arithmetic the sum of geometric
if geometric sequence? sequence?
sequence, give the
common ratio.
1. 3, 9, 27, 81,…...
….
2. 1, 7, 13, 19, 25,
….
3. 1, 1, 2, 3, 5, 8,
……
4. ½, ¼, 1/6, 1/8,
……
5. 256, 64, 16, 4, 1,
…
C. Presenting Other types of To solve real-life To solve real-life Illustrative example #1.
examples/Instances sequences are problems involving problems involving A cooperative member
of the new lesson Harmonic and sequences, remember sequences, remember saved a certain amount
Fibonacci the words “ SEE, Plan, the words “ SEE, Plan, deducted from his granted
Sequences. DO and CHECK”. DO and CHECK”. amount for each loan he
Fibonacci file. On the first loan he
sequence is a Illustrative example Illustrative example saved Php 9, on the second
sequence where its #1. #1. loan he saved Php16, and
first two terms are Jackfruit tree Pacita donates Php Php23 on the third loan,
either both 1, or 0 produces 2 more fruits 50 on the first week to and so on.
and 1; and each each year. If it bore 9 a charitable
term, thereafter, is big fruits in year 2000, institution, Php 100 on A. What is the
obtained by adding how many would it the second week, Php corresponding
the two preceding bear in 2012? How 200 on the third week. sequence?
terms. many Jackfruit tree The amount doubles B. What is its harmonic
will they produced by each week. How much sequence?
Examples: the end of the twelfth is her total donation C. Which term of his
1. 1, 1, 2, 3, 5, year? for 10 weeks? loan did he saved is
8, 13, 21,….. Php338?
2. 0, 1, 1, 2, 3, Solution: Solution:
5, 8, 13, 21,
…. SEE – What kind of SEE – What kind of Solution:
sequence is sequence is
Harmonic used in the involve in the Arithmetic sequence: 9, 16,
sequence is a problem? problem? 23….338
sequence whose Harmonic sequence: 1/9,
reciprocals from an 9 + 11 + 13 + 50 + 100 + 1/16, 1/23…..1/38
arithmetic …, + a12 200 + 400 + …, + a10
sequence. An = a1 + (n - 1)d
PLAN – What is the PLAN – What is the 338 = 9 + (n - 1)7
Examples: appropriate appropriate 338 = 9 + 7n -7
1. 1/24, 1/20, formula to formula to 338 = 2 + 7n
1/16, 1/12, be used and be used and 338 - 2 = 7n
….. needed needed 336 = 7n
2. 4/3, 1, 4/5, values? values? 7 7
2/3,…. n = 48
An = a1 + (n - Sn = [a1(1-
In activity #1, 1)d r )]/(1-r)
n
Therefore, 1/338 is the 48th
which sequence is Where a1=9: d=2: n Where a1=50: r =2: n term.
Harmonic and = 12 =10
which sequence is
Fibonacci? DO – Perform the DO – Perform the
 To solve indicated indicated
problems involving operation and operation and
Harmonic simplify simplify
sequence, convert
it into an An = a1 + (n - Sn = [50(1–210)]/(1–2)
Arithmetic 1)d = [50(1–1,024)]/(-
sequence by taking A11 = 9 + (12 - 1)
the reciprocal of 1)2 = [50 ( - 1,023 )] / (
each term. Use the = 9 + (11)2 -1 )
appropriate = 31 fruits in = 51,150
formula in the year 2011
Arithmetic CHECK – The
sequence, and Sn = (n/2)( a1 + an answer should satisfy
then, again get the ) all the given
reciprocal of the S12 = (12/2)(9 + information in the
term/s. 31) problem
There is no = (6)(9 + 31)
formula for the = 240 50 + 100 + 200
sum of the terms of + 400 + 800 +
a harmonic CHECK – The 1600 + 3200 +
sequence, simply answer should satisfy 6400 + 12800 +
complete the all the given 25600 = 51,150
sequence and add information in the
all the terms. problem
Illustrative example
Illustrative 9 + 11 + 13 + 15 + #2.
example: 17 + 19 + 21 + 23 +
25 + 27 +29 + 31 = The used sponge has
1. Find the 12 th
240 some bacteria in it.
term of the The number of
Harmonic bacteria increases five
sequence times every hour. If
1/9, 1/12, the number of
1/15,…. bacteria is 50 on the
 first hour, how many
Solution: bacteria are there at
the end of five hours?
Get the
reciprocal of each Solution:
term.
9, 12, 15, SEE – What kind of
…. sequence is
involve in the
Solve the 12th problem?
term of
Arithmetic 50 + 250 + …,
sequence + a5
using An = a1
+ (n-1)d PLAN – What is the
appropriate
Find the values formula to
of n, a1, and d be used and
n = 12; a1 = needed
9; d = 3 values?

Substitute the Sn = [a1 -

values in the a1rn)]/(1-r)
formula and or Sn = [a1(1-
simplify, rn)]/(1-r)
An = a1 + (n- Where a1 =
1)d 50:
An = 9 + (12- r = 5: n = 5
1)3
An = 9 + DO – Perform the
(11)3 indicated
An = 9 + 33 operation and
An = 42 simplify
 Get the Sn = [a1(1-rn)]/(1-r)
reciprocal = [50 ( 1 – 55 )] /
The 12th (1 – 5 )
term is 1/42 = [50 ( 1 – 3,125
)] /
( -4 )
= [50 ( - 3,124
)] /
( -4 )
= -156,200/-4
= 39,050

CHECK – The
answer should satisfy
all the given
information in the
problem

50 + 250 + 1250
+ 6250 + 31250
= 39,050

D. Discussing new Solve each Do the following with Do the following with Do the following by group!
concepts and problem. a partner! a partner!
practicing new skills 1. To replace the trees 1. The Grade 10 students of
#1 1. Insert two destroyed by typhoon 1. A young man gave Bagbag National High
harmonic means Yolanda, the forestry his wife a gift of School have a research on
between 6 and department of Php 400 on their who is the inventor of the
worldwide web (www). All
3/2. Tagaytay has wedding day. To
they need to do is to open
Solution: developed a ten-year please her, he gave a password by solving
Get the plan. The first year her Php 800 on situation given by the
reciprocals of they will plant 100 their first wedding teacher.
the terms. trees. Each anniversary, Php
6 succeeding year, they 1600 on their
 ________ will plant 50 more second wedding
3/2 trees than they anniversary, and so
_______ planted the year on.
before.
Get now the A. How many trees A. How much
Arithmetic will they plant would she
sequence, during the fifth receive on their
determine the year? 9th wedding
value of n = anniversary?
B. How many trees
_____; a1 = B. Compute the
will they have
_____; total amount the
planted by the
d = _____ wife had
end of the tenth
received as gifts
year?
Use the from their
formula An = a1 wedding day up
Solution:
+ (n-1)d, Find to their ninth
the value of d. wedding
Complete the table:
anniversary?
Use the
Arithmetic Solution:
means using What type of Complete the table:
a2 = a1 + d; sequences involve in
a3 = a 2 + d the problem? WHO INVENTED THE
What formula is WORLDWIDE WEB (WWW)?
Get the appropriate to solve What type of
reciprocal of the problem? sequences involve in
each term. What are the values the problem?
that you need to What formula is
6, ____, ____, 3/2 answer the problem? appropriate to solve
the problem?
2. Find the sum of A. Determine the What are the values
2/3, ½, 2/5, __, values of a1, n and that you need to
__, __, __, 1/5 d. answer the problem?
Solution: a1 = ___; n = __; d =
 Get the ___ A. Determine the
reciprocals of Substitute the values of a1, n
the terms. values of a1, n and r and r.
2/3 An = _______________ a1 = __; n = __; r =
________ Simplify. __
1/2 A10 = _______ Substitute the
________ values of a1, n and
B. Write the formula. r
Get now the Sn = ____________ An = ______________
Arithmetic Substitute the values Simplify.
sequence, of a1, n and d Ag = _____________
determine the Sn = ____________
value of n = _____; Simplify B. Write the formula.
a1 = _____; S10 = __________ Sn = _____________
d = _____
Substitute the values
Complete the of a1, n and r
Arithmetic Sn = ______________
sequence by using
a4 = a 3 + d Simplify
a5 = a 4 + d Sn = ____________
a6 = a 5 + d
a7 = a 6 + d

Write the complete

Arithmetic
sequence
__, __, __, __, __, __,
__, __

Get the reciprocal

of each term
2/3, ½, 2/5, __,
__, __, __, 1/5
 Add all the terms
Sn = 2/3 + ½ +
2/5 + __ + __ + __
+ __ + 1/5

E. Discussing new 1. Using Two- 1. How can you 1. How can you 1. How can you find the nth
concepts and Column Chart determine if the determine if the term of an harmonic
practicing new skills Method, given problems given problems sequence?
#2 compare or involve arithmetic involve geometric 2. What is the appropriate
differentiate sequence? sequence? formula to be used?
Arithmetic 2. What is the 2. What is the 3. Is there another way to
sequence from appropriate formula appropriate get the correct answer?
Harmonic to be used in formula to be Explain briefly your
sequence. arithmetic used? solution.
2. Is the sum of the sequence? 3. Is there another
Harmonic 3. Is there another way to get the
sequence the way to get the correct answer?
reciprocal of the correct answer? Explain briefly your
sum of the Explain briefly your solution.
arithmetic solution.
sequence? Verify
your answer.
3. How can you
find the nth term
of a Harmonic
sequence?
F. Developing Find the indicated Solve the problem. Solve the problem. Solve the problem. Show
mastery (leads to sum in each Show your complete Show your complete your complete solution.
Formative sequence. solution. solution.
Assessment 3) 1. 3/2, 6/7, ___, 1. Yolanda gets a starting
6/13 1. Mrs. Pamienta gave 1. Rico qualified as a salary of Php7,000 a
2. 2, 1, 2/3, ___, her daughter Arlene basketball varsity month and an increase
___, 1/3 Php300 on her 7th player of Tagaytay of Php500 annually.
 3. ___, 1/3, 1/5, birthday, and City Science What would be her
1/7, ___ intends to increase National High salary during the
4. 1, 1, 2, 3, 5, 8, this by Php250 each School. As part of seventh year?
…, 55 year. How much will his training, his
7, 10, 17, 27, 44, the daughter coach asked him to
71, 115, …a10 receive on her run 2km farther
debut? each week than he
ran the week
before. The first
week he ran 3 km.
If he keeps up this
pattern, how many
km will he be able
to run at the end of
the tenth week?
G. Finding practical Remember This! Group Activity Solve each problem: Solve each problem:
application of The sequences
concepts and skills in column A are all Solve each problem: Your father wants you 1. Your room is too cold
in daily living Arithmetic. Supply to help him build a so you decide to
the missing terms 1. To raise fund, dog house in your adjust the thermostat.
in Column A and Math Club backyard. He says he The current
match them in Officers collect will pay you Php10 for temperature of the
Column B which old newspapers the first week and add room is 60°
are Harmonic. and bottles. On an additional Php20 Fahrenheit. In an
Write the letter the first day, each week thereafter. attempt to get
that corresponds to they collected The project will take 5 warmer, you increase
the answer in the goods amounting weeks. How much the temperature to
box. Php750, on the money will you earn, 62°. When this doesn’t
second day they in total, if you work for warm the the room
collected the 5 weeks? enough for you decide
Php600, and to increase thermostat
Php450 on the to 64°. This
third day. temperature still isn’t
warm enough, so you
 A. How much will continue to increase it
they collect on in this manner until
the fifth day? you reached its 12th
B. How much is the term. What is its 12th
total collection at term and its harmonic
the end of the sequence?
fifth day?

H. Making Fibonacci To solve problems To solve problems To solve problems involving

generalizations and sequence is a involving sequences: involving sequences: harmonic sequence:
abstractions about sequence where its
the lesson first two terms are 1. Determine the type 1. Determine the type 1. Determine the
either both 1, or 0 of sequence involve of sequence involve corresponding arithmetic
and 1; and each in the problem. in the problem. sequence.
term, thereafter, is 2. Use the appropriate 2. Use the appropriate 2. Use the appropriate
obtained by adding arithmetic formula. geometric formula. formula.
the two preceding 3. Substitute the 3. Substitute the 3. Substitute the needed
terms. needed values needed values and values and simplify
Harmonic 4. Perform the simplify 4. Take its reciprocal
sequence is a indicated operation
sequence whose and simplify
reciprocals from an
arithmetic
sequence.

To solve
problems involving
 Harmonic
sequence, convert
it into an
Arithmetic
sequence by taking
the reciprocal of
each term. Use the
appropriate
formula in the
Arithmetic
sequence, and
then, again get the
reciprocal of the
term/s.
There is no
formula for the
sum of the terms of
a harmonic
sequence, simply
complete the
sequence and add
all the terms.
I. Evaluating Solve by showing Solve each problem Solve each problem Solve each problem and
learning your complete and show the and show the show the complete solution.
solution. complete solution. complete solution.
1. Your mother gives you
One type of 1. If Mr. Bautista, a 1. Mrs. Valencia Php100 to start a “Tipid
rabbit breeds in field engineer, planted sugarcane Impok” Saving Account.
such a manner that could not finish his cuttings, and after 6 She tells you that she will
a pair produces building project on months she had 5 add Php20 to your saving
another pair of the agreed date, he sugarcanes. She account each month, if
rabbits at the end will be fined Php12, planted that 5 you will add Php10 each
of one month. The 000 on the first day sugarcanes and in 6 month. Assuming that
next month, the of delay, Php16,500 months she had 25 both of you will do your
 original pair on the second day, sugarcanes. She part, how much will you
produces another Php21,000 on the continued to plant for save at the end of one
pair and then stops third day and so on. 2 years. How many year in its harmonic
breeding. All pairs If he is delayed 12 sugarcanes did she sequence?
of rabbits of this days, how much is gather assuming all
type breed this his fine on the 10th were healthy plants?
way: give birth to a day only.
pair of rabbits on
the first and
second months and
then stop breeding.
Assuming that
none die, and the
females always
give birth to one
male and one
female.)
1. How many
pair of
rabbits will
be there
after the
fourth?
Seventh
month?
2. How many
rabbits are
there after
one year?

J. Additional Fibonacci Numbers Follow up: Problems Follow up: Problems Follow up:
activities for in Nature about Sequences about Sequences
application or (Experimental Construct problems about
remediation Procedure) Every year, sequences.
10 months from now,
your parents will Php500,000 vehicles
a. Pick a flower in
celebrate their silver depreciates by 20% of
your garden and
count the number wedding anniversary
its value at the
of petals. Does and you want to give beginning of the year.
the number of them a small present. What is its value at
petals equal to a In order to do that, the end of the 5th
Fibonacci you start to save year?
number? What is Php100 on the first
the mean of the month, Php200 on the
flower? second month,
b. Pick a pineapple
Php300 on the third
and count the
number of its
month, and so on for
“mata”. Is it a the period of 11
Fibonacci months. How much
number? money will you save?
c. Cut a piece of
fruit in half so
that you create a
cross-section.
Count the
number of seeds
in the fruit. Do
you discover any
more Fibonacci
numbers?
d. Start your own
investigation and
list down what
part of nature
you can find
Fibonacci
number.
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?
 GRADE 10 School Bonifacio National High School Grade Level 10
DAILY LESSON LOG Teacher CHRISTIAN M. DELIMA Learning MATHEMATICS
Area
Teaching Dates and Quarter FIRST
Time

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
10. Content The learner demonstrates understanding of key concepts of factors of sequences,
Standards polynomials and polynomial equations.
11. Performanc The learner is able to formulate and solve problems involving sequences, polynomials and
e Standards polynomial equations in different disciplines through appropriate and accurate
representations.
12. Learning The learner performs The learner performs The learner performs The learner
Competencies division of polynomial division of polynomial division of polynomial performs division
using long division using long division and using long division and of polynomial
and synthetic synthetic division. synthetic division. using long division
division. (M10AL-Ig- (M10AL-Ig-1) (M10AL-Ig-1) and synthetic
1) division.
(M10AL-Ig-1)
Objectives a. State the division a. Illustrate the
a. State the division algorithm of process of synthetic a. Illustrate the
algorithm of polynomials. division. process of
polynomials. b. Divide polynomials b. Divide polynomials synthetic division.
b. Divide polynomials by another polynomials P(x) by another b. Divide
by another using long division. polynomial D(x) in the polynomials P(x)
polynomials using c. Express each form (x – a) using by another
long division. quotient using division synthetic division. polynomial D(x) in
c. Express each algorithm accurately c. Express each the form (x – a)
quotient using and systematically. quotient using division using synthetic
 division algorithm algorithm accurately division.
accurately and and systematically. c. Express each
systematically. quotient using
division algorithm
accurately and
systematically.

II. CONTENT Division of Division of Division of Division of

Polynomial Polynomial Polynomial Polynomial
(Long Division) (Long Division) (Synthetic Division) (Synthetic
Division)
III. LEARNING
RESOURCES
M. References
25. Teacher’s pp. 48 – 50 pp. 48– 50 pp. 48 – 50 pp. 48 – 50
Guide
26. Learner’s pp. 57 – 62 pp. 57 - 62 pp. 57 - 62 pp. 57 – 62
Materials
27. Textbook Algebra 2 with Algebra 2 with Algebra 2 with Algebra 2 with
Trigonometry by Trigonometry by Bettye Trigonometry by Trigonometry by
Bettye C. Hall, et. al, C. Hall, et. al, pages Bettye C. Hall, et. al, Bettye C. Hall, et.
pages 464 – 474 464 – 474 pages 464 – 474 al, pages 464 –
474
Skill book in Math IV Skill book in Math IV Skill book in Math IV
(BEC) by Modesto G. (BEC) by Modesto G. (BEC) by Modesto G. Skill book in Math
Villarin, Ed.D., et. al, Villarin, Ed.D., et. al, Villarin, Ed.D., et. al, IV (BEC) by
pages 80- 81 pages 80- 81 pages 80- 81 Modesto G.
Villarin, Ed.D., et.
al, pages 80- 81
28. Additional http:// http:// http:// http://
Materials from www.mathsisfun.com www.mathsisfun.com/ www.mathsisfun.com/ www.mathsisfun.c
Learning /algebra/polynomials- algebra/polynomials- algebra/polynomials- om/algebra/
Resources (LR) division-long.html division-long.html division-long.html polynomials-
portal http:// http:// http:// division-long.html
 www.youtube.com/ www.youtube.com/ www.youtube.com/ http://
watch?v=dd-T- watch?v=dd-T-dTtnX4 watch?v=dd-T-dTtnX4 www.youtube.com/
dTtnX4 http:// http:// watch?v=dd-T-
http:// purplemath.com/ purplemath.com/ dTtnX4
purplemath.com/ modules/polydiv2.htm modules/polydiv2.htm http://
modules/ purplemath.com/
polydiv2.htm modules/
polydiv2.htm
N. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources DepEd Cavite DepEd Cavite DepEd Cavite DepEd Cavite
Mathematics 2016, Mathematics 2016, Mathematics 2016, Mathematics 2016,
Worksheets and Worksheets and Worksheets and Worksheets and
PowerPoint PowerPoint PowerPoint PowerPoint
presentation presentation presentation presentation

IV. PROCEDURES
A. Reviewing previous (Quick Thinking Complete me if you Write each polynomial Write the
lesson or presenting the Only!) can? in descending order of numerical
new lesson Divide and Write Give the missing x and give its degree. coefficient of each
Example: term/s to make each 1. x3 + x2 – 22x - 25x5 polynomial in

⟷ 19 = 3(5) + 4
19 ÷ 5 = 3 + 4/5 polynomial complete. +2 descending order
1. x4 + x3- 3 2. 4x2 + 21x5 - 26x3 + of x.

⟷ ______
1. 29 ÷ 5 = _____ 2. 12x4 + 3 28x - 10 + 5x4 1. x4 + x3- 3
3. 24x4 + 6x3 - 3 3. 6 – 31x + 3x3 – 2x4 2. 12x4 + 3

⟷ ______
2. 34 ÷ 7 = _____ 4. 9x4 - 2x +1 4. x3 + 7x2 + 5x4 – 25x 3. 24x4 + 6x3 - 3
5. 21x - 9x +5
7 3
+5 4. 9x4 - 2x

_____ ⟷ ______
3. 145 ÷ 11 = 5. x3 + 7x2 + 5 – 25x +1
+ 5x5 5. 21x7 - 9x3 +5

____ ⟷
4. 122 ÷ 7 =
_____
5. 219 ÷15 =

⟷ _____
____
B. Establishing a Perform the indicated (Quick Thinking Only!) Give the numerical Choose Your
purpose for the lesson operations: Divide coefficient of each Partner.
1. x4 ÷ x3 polynomial in Divide the
1. (x3 + 11x2 – 9) 2. 12x4 ÷ 3x2 descending order of x. given polynomials
+(x3 + x2 – 4x – 3. 24x4 ÷ 6x3 1. x3 + x2 – 22x - 25x5 using long division
9) 4. 9x4 ÷ 2x +2 and synthetic
5. 21x7 ÷ 9x3 2. 4x2 + 21x5 - 26x3 + division.
2. (x3 + 11x2 – 4x
28x - 10 + 5x4 1. (x3 + 11x2 – 4x
– 9) - (x – 2) 3. 6 – 31x + 3x3 – 2x4 – 9) ÷ (x + 1)
3. (4x – 9) (x – 2) 4. x3 + 7x2 + 5x4 – 25x 2. (x4 + 2x3 – 3x +
+5 6) ÷ (x - 2
4. (x3 ) ÷ (x ) 5. x3 + 7x2 + 5 – 25x
+ 5x5
C. Presenting Divide: Divide: Illustrative example 1. Illustrative
examples/Instances of 1. (x + 11x – 4x
3 2
1. (x4 + 2x3 – 3x + Divide (6x3 + 11x2 – example 1.
the new lesson – 9) ÷ (x – 2) 6) ÷ (x + 2) 4x – 9) ÷ (x + 2) Divide (30x5 -
2. (2x + 5x +
4 3
2. (30x5 – 50x4 – 1. Arrange on the 50x4 – 21x2 – 29x -
2x – 7x – 15) ÷
2
21x2 + 3x - 1) ÷ line the coefficients of 8) ÷
(2x - 3) (3x - 5) the polynomial (order (3x -
3. (5x2 – 2x + 1) ÷ is in descending 5)
(x + 2) powers). Insert a zero 1. Arrange on the
for the coefficient of line the
the missing power of coefficients of the
x. polynomial (order
2. Write a, the is in descending
divisor, on the left. powers). Insert a
3. Bring down the zero for the
first coefficient on the coefficient of the
third line. Multiply the missing power of
first coefficient by a. x.
Write the product on 2. Write a, the
the second line below divisor, on the left.
the second coefficient. 3. Bring down the
4. Find the sum of first coefficient on
the product and the the third line.
second coefficient Multiply the first
then write the sum on coefficient by a.
the third line below Write the product
the product. on the second line
5. Multiply this below the second
sum by a, add the coefficient.
product to the next 4. Find the sum of
coefficient and write the product and
again the new sum on the second
the third line, and so coefficient then
on. write the sum on
6. Do the same the third line below
process until a the product.
product has been 5. Multiply this
added to the final sum by a, add the
coefficient. product to the next
7. The last sum in coefficient and
the third line is the write again the
remainder. The new sum on the
preceding numbers third line, and so
are the numerical on.
coefficient of the 6. Do the same
quotient. The quotient process until a
is a polynomial of product has been
degree one less than added to the final
the degree of P(x). coefficient.
7. The last sum in
Illustrative example 2. the third line is the
Divide (x4 + 2x3 – remainder. The
3x + 6) ÷ (x + 2) preceding
numbers are the
numerical
coefficient of the
 quotient. The
quotient is a
polynomial of
degree one less
than the degree of
P(x).
Illustrative
example 2.
Divide (4x5 +
8x + x3 + 7x2– x
4

- 10) ÷ (2x + 3)
D. Discussing new Do the following with Do the following with a Do the following with Do the following
concepts and practicing a partner! partner! a partner! with a partner!
new skills # 1 Use long division to Use long division to Use synthetic Use synthetic
find the remainder find the remainder division to find the division to find the
when the following when the following remainder when the remainder when
polynomials are polynomials are divided following polynomials the following
divided by the by the corresponding are divided by the polynomials are
corresponding linear linear expression corresponding linear divided by the
expression 1. (5x3 + 3x - 8) ÷ expressions corresponding
1. (x3 + 7x2 + 15x (x - 1) 1. (x + 7x + 15x +
3 2
linear expressions
+ 14) ÷ (x + 3) 2. (2x3 - 54) ÷ (x – 14) ÷ (x + 3) 1. (5x3 + 3x - 8)
2. (3x3 - 7x2 + x - 3) 2. (3x3 - 7x2 + x - 7) ÷ ÷ (x - 1)
7) ÷ (x – 3) 3. (4x + 18x + 7x
5 4 2
(x - 3) 2. (2x3 - 54) ÷
3. (x4 - 4x3 - 7x2 + – x - 100) ÷ (2x + 3. (x3 + 8x2 – 5x - 84) (x – 3)
22 x + 18) ÷ 3) ÷ (x + 5) 3. (4x5 + 18x4
(x + 2) 4. (2x4 + x3 - 9x2 - x + + 7x2 – x -
6) ÷ (x + 2) 100) ÷ (2x +
3)
E. Discussing new 1. What are the 1. What are you going 1. What are the steps 1. What are you
concepts and practicing steps to divide a to do if some terms of to divide polynomial going to do if some
new skills # 2 polynomial by the given polynomials by another polynomial terms of the given
another polynomial? is/are missing? using synthetic polynomials is/are
2. How can you 2. How can you division? missing?
 determine if the determine if the answer 2. Why do you have 2. Why do you
answer is correct or is correct or not? to change the sign of have to change the
not? 3. Is there another the constant of the sign of the
3. Is there another way to get the correct divisor? constant of the
way to get the answer? Explain briefly 3. Which is easier to divisor?
correct answer? your solution perform, long division 3. Which is
Explain briefly your or synthetic division? easier to perform,
solution. Explain briefly your long division or
answer. synthetic division?
Explain briefly your
solution.
F. Developing mastery Divide the given Divide the given Do the following. Do the following.
(leads to Formative polynomials. Show polynomials. Show your Use synthetic Use synthetic
Assessment 3) your complete complete solution. And division to find the division to find the
solution. And express express your answer in remainder when the remainder when
your answer in the the form P(x) = Q(x) following polynomials the following
form P(x) = Q(x) D(x) D(x) + R(x) are divided by the polynomials are
+ R(x) 1. (3x3 + 4x2 + 8) ÷ (x corresponding linear divided by the
1. (x3 + 2x2 – x - 2) ÷ + 2) expressions corresponding
(x - 1) 2. (4x5 + 6x + 4x2 - 9x31. (x3 + 7x2 + 15x linear expressions
2. (x5 + 2x4 + 6x + - 2) ÷ (x + 2) + 14) ÷ (x + 3) 1. (3x3 + 4x2 + 8)
4x2 + 9x3 - 2) ÷ (x + 2. (3x3 - 7x2 + x - ÷ (x + 2)
2) 7) ÷ (x - 3) 2. (x5 + 2x4 + 6x
3. (4x5 + 8x4 + x3 + 4x2 + 9x3 - 2) ÷
+ 7x2 - x - 10) ÷ (x + 2)
(x + 3)
G. Finding practical The given polynomial Divide the given Divide, using synthetic Divide, using
application of concepts expressions polynomials. Show your division. Express your synthetic division
and skills in daily living represent the volume complete solution. And answer in the form: or long division.
and the height of a express your answer in Dividend = (Quotient) Express your
Casssava cake sold the form P(x) = Q(x) (Divisor) + Remainder answer in the
at Loumar’s D(x) + R(x) 1. (x3 + 8x2 – 5x - 84) form:
Delicacies, 1. (2x4 + 7x3 + 10x2 ÷ (x + 5) Dividend =
respectively. What + 8) and (2x2 + x 2. (2x4 + x3 - 9x2 - x + (Quotient) (Divisor)
 expression can be - 1) 6) ÷ (x + 2) + Remainder
used to represent the 2. (4x5 + 6x4 +5x2 – 3. (x4 - 5x3 + 11x2 – 9x 1. (2x4 + 7x3 +
area of the base of x - 10) and ( 2x2 - 13) ÷ (x - 3) 10x2 + 8)
each Cassava cake? + 3) 4. (x4 + 10x3 - 16x - 8) and
1. (x3 + 7x2 + 5x – ÷ (x + 2) ( x - 1)
25) cm3 and (x + 5) 5. (3x3 - 15x2 + 7x + 2. (4x5 + 6x4
cm 25) ÷ (x - 4) +5x2 – x -
2. (2x3 - 13x2 – 5x + 10) and
100) cm3 and ( x - 5) ( 2x + 3)
cm
3. (6x3 - 23x2 + 33x -
28) cm3 and (3x - 7)
cm
H. Making To divide polynomial To divide polynomial by To divide polynomial To divide
generalizations and by another another polynomial P(x) by another polynomial P(x) by
abstractions about the polynomial using long using long division polynomial D(x) in the another polynomial
lesson division 1. Arrange the terms in form (x – a) using D(x) in the form (x
1. Arrange the terms both the divisor and synthetic division – a) using
in both the divisor the dividend in 1. Arrange on the line synthetic division
and the dividend descending order. If the coefficients of the 1. Arrange on the
in descending there is/are missing polynomial (order is in line the
order. terms, supply the descending powers). coefficients of the
2. Divide the first missing term/s using Insert a zero for the polynomial (order
term of the zero as the coefficient of the is in descending
dividend by the numerical missing power of x. powers). Insert a
first term of the coefficient. 2. Write a, the zero for the
divisor to get the 2. Divide the first term divisor, on the left. coefficient of the
first term of the of the dividend by 3. Bring down the missing power of
quotient. the first term of the first coefficient on the x.
3. Multiply the divisor to get the third line. Multiply the 2. Write a, the
divisor by the first first term of the first coefficient by a. divisor, on the left.
term of the quotient. Write the product on 3. Bring down the
quotient and 3. Multiply the divisor the second line below first coefficient on
subtract the by the first term of the second coefficient. the third line.
 product from the the quotient and 4. Find the sum of the Multiply the first
dividend. subtract the product product and the coefficient by a.
4. Using the from the dividend. second coefficient Write the product
remainder, repeat 4. Using the then write the sum on on the second line
the process, thus remainder, repeat the third line below below the second
finding the second the process, thus the product. coefficient.
term of the finding the second 5. Multiply this sum by 4. Find the sum of
quotient. term of the quotient. a, add the product to the product and
Continue the process Continue the process the next coefficient the second
until the remainder is until the remainder is and write again the coefficient then
zero or the remainder zero or the remainder new sum on the third write the sum on
is of a lower degree is of a lower degree line, and so on. the third line below
than the divisor than the divisor 6. Do the same the product.
process until a 5. Multiply this
product has been sum by a, add the
added to the final product to the next
coefficient. coefficient and
7. The last sum in the write again the
third line is the new sum on the
remainder. The third line, and so
preceding numbers on.
are the numerical 6. Do the same
coefficient of the process until a
quotient. The quotient product has been
is a polynomial of added to the final
degree one less than coefficient.
the degree of P(x). 7. The last sum in
the third line is the
remainder. The
preceding
numbers are the
numerical
coefficient of the
quotient. The
 quotient is a
polynomial of
degree one less
than the degree of
P(x).
I. Evaluating learning Determine the Determine the Guess Who? Tagaytay comes
remainder using long remainder using long Divide using from the phase
division and show the division and show the synthetic division. “taga Itay”.
complete solution. complete solution. Each problem was According to
1. (x3 + x2 – 22x - a. (4x6 + 21x5 - 26x3 given a corresponding history, what
25) ÷ (x + 2) + 28x - 10) ÷ (x box below. The animal did the
2. (4x4 + 21x3 - 26x2 + 5) remainder of these father and son try
+ 28x - 10) ÷ (x + 5) b. (6x3 - 25x2 – 31x problems are found in to kill in the hill?
3. (6x3 - 25x2 – 31x + 20) ÷ (3x - 2) column B. Write the (To answer the
+ 20) ÷ (3x - 2) corresponding letter in question, solve the
the box provided for following using
the question synthetic division,
Column A then write the
1. (2x + 3x - 15x –
3 2
letter on the blank
16) ÷ (x - 3) that corresponds
2. (x + 4x – 7x - 14)
3 2
to the answer.)
÷ (x - 2)
3. (2x3 + 5x2 - 7x - 12) A x4 – 6x2 + 7x - 6
÷ (x + 3) x+3
4. (x - 5x - 10x – 12)
4 2
R x – 6x3 + 30x –
4

÷ (x + 2) 9
5. (6x + 3x + 10x +
3 2
x–3
14) ÷ (2x - 3) B x3 – 12x2 - 5x +
50
Column B x–2
-4 (B) O x – 6x2 + 7x +
3

20 (A) 6
4 (E) x–3
56 (V)
 0 (U)
x2 – 10x – 25 _____

x2 – 3x - 2 _____
x – 3x + 3x -2
3 2

___
x3 – 3x2 – 9x + 3
___
J. Additional activities A. Follow up: Follow up: Dividing A. Follow up: A. Follow up:
for application or Dividing Polynomials Polynomials using long Dividing Polynomials Dividing
remediation using long division division using synthetic Polynomials using
1. (4x4 - 2x3 - 15x2 1. (4x4 - 2x3 + 9x - division synthetic division
+ 9x - 6) ÷ (x - 3) 6) ÷ (x - 3) 1. (4x4 - 2x3 + 9x - or long division
2. (3x4 + 6x2 + 2. (3x4 + 2x3 - 4) ÷ 6) ÷ (x - 3) 1. (4x5 - 12x3 +
2x3 + 4x - 4) ÷ (x + (x + 2) 2. (3x4 + 2x3 - 4) ÷ 9x - 6) ÷ (x - 1)
2) B. Study: Division of (x + 2) 2. (3x5 + 12x2 -
B. Study: Division Polynomials. B. Study: 4) ÷ (x + 1)
of Polynomials. 1. What are the Remainder Theorem B. Study:
1. What are the steps to divide and Factor theorem. Remainder
steps to divide polynomials using 1. What is the Theorem and
polynomials using synthetic division? remainder theorem? Factor theorem.
synthetic division? 2. What is the factor 1. What is the
theorem? remainder
theorem?
2. What is the
factor theorem?

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?

GRADE 10 School Bonifacio National High School Grade Level 10

DAILY LESSON LOG Teacher CHRISTIAN M. DELIMA Learning MATHEMATIC
Area S
Teaching Dates and Quarter FIRST
Time

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
13. Content The learner demonstrates understanding of key concepts of polynomials and polynomial
Standards equations.
 14. Performanc The learner is able to formulate and solve problems involving polynomials and polynomial
e Standards equations in different disciplines through appropriate and accurate representations.
15. Learning The learner proves The learner proves the The learner factors The learner factors
Competencies the Remainder Remainder Theorem polynomials. polynomials.
Theorem and the and the Factor (M10AL-lh-1) (M10AL-lh-1)
Factor Theorem Theorem
(M10AL-1g-2) (M10AL-1g-2) a. Factor polynomials a. Factor
Objectives polynomials
b. Use synthetic
division and remainder b. Use synthetic
a. Find the remainder a. Prove the Factor theorem in factoring division in factoring
using the Remainder Theorem. polynomials polynomials
Theorem.
b. Use the Factor c. Appreciate the use c. Appreciate the
b. Evaluate the given Theorem to determine of synthetic division in use of synthetic
polynomial function. whether the binomial factoring division in factoring
(x-r) is a factor of the
c. Develop patience
given polynomials.
on how to solve
exercises in c. Develop patience on
remainder theorem. how to solve exercises
in factor theorem.
Proves the Factoring Factoring
Proves the Factor
II. CONTENT Remainder Polynomials Polynomials
Theorem
Theorem

III. LEARNING
RESOURCES
O. References
29. Teacher’s pp. 51 – 54 pp. 51 – 54 pp. 54 - 58 pp. 54 - 58
Guide
30. Learner’s pp. 76 – 81 pp. 76 – 81 pp. 78 - 79 pp. 78 - 79
 Materials
31. Textbook E- Math Worktext in Work Text in Work Text in
Mathematics, Orlando Advanced Algebra Advanced Algebra
A. Orence and Marilyn Trigonoetry and Trigonoetry and
O. Mendoza, pages Statisticsby, Ferdinand Statisticsby,
118-122 Malapascua, pages Ferdinand
193-196 Malapascua, pages
Advanced Algebra 193-196
with Trigonometry and Advanced Algebra
Statistics, Efren L. with Trigonometry
Valencia, pages 36-37 and
E-Math, Orlando A. Statistics,Efren L.
Orence, pages 115- Valencia, pages
119 36-37
E-Math, Orlando A.
Orence, pages
115-119
32. Additional
Materials from
Learning
Resources (LR)
portal
P. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources DepEd Cavite DepEd Cavite DepEd Cavite DepEd Cavite
Mathematics 2016, Mathematics 2016, Mathematics 2016, Mathematics 2016,
Worksheets and Worksheets and Worksheets and Worksheets and
PowerPoint PowerPoint PowerPoint PowerPoint
presentation presentation presentation presentation

IV. PROCEDURES
A. Reviewing previous Determine the Activity : Activity : Activity: True or
lesson or presenting the remainder when the DECODE MY CODE (THINK- PAIR- SHARE)
False
new lesson first number is Evaluate the Use remainder
divided by the second polynomial at the given theorem to find the 1) (x - 2) and (x +
number. values of x. Next, missing factor in each
3) are factors of
1. 30, 7 determine the letter of the following.
2. 125, 15 that matches your 1. x3 – 8 = (x – 2) x2 + x - 6
3. 200, 10 answer. When you are
(_______) 2) (3x - 1) and (x
4. 356, 14 done, you will be able
5. 169,13 to decode the message. 2. 2x3 + x2 – 23x + 20 + 2) are factors
A. P(x) = x3 + x2 + x
= of 3x2 + 5x - 2
+3
x -2 -1 0 1 2 (x + 4)(_____) 3) The factors of

P( 3. 3x3 + 2x2 – 37x + 12 2x3 + 3x2 - 2x -

x) = (x – 3)(_____) 3 are
Guide questions (x - 1) ,(2x - 3)
m
1. What are the
es and (x+1)
other factors of the
sa polynomial equation?
ge 2. How did you
arrive at your answer?
3 What processes
A. 17 C. –3 E. 5 I. did you used to get
18 the answer?
M. 3 N. 78 O. 2 O.
30
P. 6 R. 0 S. –6 T.
23

Guide question:
1. How did you find
the value of a
polynomial expression
P(x) at a given value of
x?
2. What message did
 you obtain?
B. Establishing a Activity: Correct me if Complete the tree Use the factor Use synthetic
purpose for the lesson I am wrong diagram.
theorem to determine division to show
When P(x) = x3 - 7x +
5 is divided by x-1 the whether or not the that
remainder is -1 1 * 24 (a)
first polynomial is a
The remainder is -9 1. (x - 2) and (x2 +
when 2 * ___(b) factor of the second
2x + 4) are factors
P(x) = 2x - 7x + 3
3
polynomial.
is divided by x-1. 24 3 * ___ of x3 - 8
(c )
1. x - 1, x2 + 2x + 5 2. The factors of x3
4 * ___ 2. x - 1, x3 – x - 2 -2x2 - 5x + 6 are
(d)
3. x - 4, 2x3 - 9x2 + 9x - (x-3), (x+2) and
Therefore, a. 24=( )( ) 20 (x-1)
b. 24=( )(
)
c. 24=( )
( )
d. 24=( )(
)

C. Presenting Activity : Consider the division Activity : Use

examples/Instances of Directions: Fill in the algorithm when the
synthetic division to
the new lesson blanks with words divisor is of the form x-
and symbols that will r show
best complete the P(x) = (x-r) Q(x) + R
a. (x + 2) and (3x – 2)
statements given
below. are factors of 3x4 –
Suppose that the
20x3 + 80x – 48.
polynomial P(x) is Dividend Divisor
divided by (x – r), as Quotient Remainder b. (x – 7) and (3x + 5)
follows: By the remainder
 If P(x) is of degree Theorem, the are not factors of
n, then Q(x) is of remainder R is P(r), so
6x4 – 2x3 – 80x2 + 74x
degree _____. The we can substitute the
remainder R is a P(r) for R. Thus – 35
constant because P(x) = (x-r) Q(x) + P(r).
____________________. Note that if the P(r)=0
Now supply the then
reasons for each P(x) = (x-r) Q(x) so
statement in the that x-r is a factor of
following table. P(x). This means that
STATEMENT REA- given a polynomial
SON function of P(x), if p(x)
is equal to zero then
1. P(x) = (x – (x-r) is a factor of p(x).
r) • Q(x) + R Reverse the process
and see what happens
2 .P(r) = (r – when x-r is a factor of
r) • Q(r) + R P(x). This means that
P(x)= (x-r) Q(x)
3. P(r) = (0) If we replace x with r,
•Q(r) + R we have P(r) = (r-r)
Q(r)=0 Thus, if x-r is a
4. P(r) = R P(x), then P(r )=0.

The previous activity

shows the proof of
the Remainder
Theorem:
The Remainder
Theorem
If the
polynomial P(x) is
divided by (x – r), the
 remainder R is a
constant and is equal
to P(r).
R = P(r)
Thus, there are
two ways to find the
remainder when P(x)
is divided by (x – r),
that is:
(1) use synthetic
division, or
(2) calculate P(r).
Similarly, there
are two ways to find
the value of P(r):
(1) substitute r in the
polynomial
expression P(x), or
(2) use synthetic
division.
D. Discussing new Use the Remainder Use the Factor Find the missing factor Find the factors of
concepts and practicing Theorem to find the Theorem to determine
in each of the the following
new skills # 1 remainder R in each whether the given
of the following. binomial is a factor of following. polynomials
1. (x4 – x3 + 2) ÷ the given polynomials.
(x + 2) 1. P(x) = x3 – 7x + 5 1. x3+2x2-11x+20= 1. x2 + 4x - 5
2. (x3 – 2x2 + x + 6) a. x – 1 b. x + 1 c. x
–2 (x+5)(______) 2. x3 + x2 - 9x - 9
÷
(x – 3) 2. P(x) = 2x3 – 7x + 3
2. 3x3 - 17x2 + 22x – 3. 3x3 + 7x2 - 4
a. x – 1 b. x + 1 c. x
3. (x4 – 3x3 + 4x2
–2 60 =
– 6x + 4) ÷ (x – 2)
(x-5)(______)

3. 4x4 - 2x3 - 4x2 + 16x

 – 7 = (2x-1)(_____)

E. Discussing new Use the Remainder Use the Factor Which of the following Activity: Find my
concepts and practicing Theorem to find the Theorem to determine binomials are factors
Factors
new skills # 2 remainder R in each whether the given of the P(x).
of the following and binomial is a factor of 1. P(x) = 8x4 + 12x3 - Use any method to
check using synthetic the given polynomials. 10x2 + 3x + 27
find the factors of
division. 1. P(x) = 4x4 – 3x3 – x2 A. 2x - 3
1. P(x) = x4 - x3 + 2 + 2x + 1 B. 2x + 3 x5-4x4-
a. x – 1 a. x – 1 b. x + 1 c. x C. 3x - 2
6x3+17x2+6x-9
b. x + 1 –2 2. P(x) = 2x4 - 3x3 +
c. x – 2 2. P(x) = 2x4 – 3x3 + 4x2 + 17x + 2
2. P(x) = 3x3 + 4x2 + 4x2 + 17x + 7 A. 2x - 3
17x + 7 a. 2x – 3 b. 2x + 3 B. 2x + 3
a. 2x – 3 c. 3x – 2 C. 3x - 2
b. 2x + 3
c. 3x – 2

F. Developing mastery Activity: Show the Answer the following Answer the following Determine the
(leads to Formative Proof questions and verify. questions and verify. value of k so that
Assessment 3)
Verify if the given is Is x+2 a factor of 3x4 - 1. How can we say 1. (x-2) is a factor
the correct remainder 20x3 + 80x - 48? Why? that x - 7 is a factor of x3 + kx2 - 7x + 2
when P(x) is divided of 6x4 – 2x3 – 80x2 +
by x-r Is 3x - 2 a factor of 74x – 35 2. (x+1) is a factor
 3x4 - 20x3 + 80x - 48? of 2x4 + 3x3 + kx2
P(x) = x - 2x + 4x - 1
3 2
Why? 2. Is (x-1) a factor of + 2x - 2
÷ 3x3 - 8x2 + 3x + 2
(x-1), R=2

P(x) = x4 - 3x3 + 5x +
3 ÷ (x-2), R=5

P(x) = 2x6 - 4x5 + x - 3

÷ (x+1), R=2
G. Finding practical Which of the following Apply the factor Solve the following Factor the
application of concepts binomial divisors will theorem to answer the problems: following
and skills in daily living give a remainder of - following problem. polynomials
3, when P(x) = x5 - 3x3 Show that 1. A rectangular garden
in a backyard has an
- 4x + 3 is divided by
area of
x-r (3x2 + 5x – 6) square 1. x3 - 3x2 – x - 1
1. x+1 a.(x+2) and (3x- meters. Its width is (x +
2. x-1 2) are factors of 2) meters. Find the 2. 9x2 - 12x - 8
3. x+2 length of the garden. 3. x3 + 2x2 - 19x -
4. x-2 3x4 - 20x3 + 80x - 48.
2. If one ream of bond 20
paper costs (3x – 4)
pesos, how many reams
b. (x-7) and can you buy for (6x4 –
(3x+5) are not factors 17x3 + 24x2 – 34x + 24)
of 6x4 - 2x3 - 80x2 + 74x pesos?
- 35.

H. Making The Remainder The Factor Theorem How do we factor How do we factor
generalizations and Theorem Let P(x) be a polynomials using polynomials using
abstractions about the If the polynomial P(x) polynomial. synthetic division? synthetic division?
lesson is divided by (x – r), A. If P(r )=0, then x-r is Step 1: Arrange the Step 1: Arrange
the remainder R is a a factor of P(x) coefficients of P(x) in the coefficients of
 constant and is equal B. If x-r is a factor of P(x) in descending
to P(r). P(x), then P(r )=0 powers of x,
R = P(r) descending powers of placing 0s for the
Thus, there are x, placing 0s for the missing terms. The
two ways to find the missing terms. The leading coefficient
remainder when P(x) leading coefficient of of P(x) becomes
is divided by (x – r), P(x) becomes the first the first entry of
that is: entry of the third row. the third row.
(1) use synthetic
division, or Step 2: Place the Step 2: Place
(2) calculate P(r). value of r in the upper the value of r in
Similarly, there left corner. In this the upper left
are two ways to find example, corner. In this
the value of P(r): example,
(1) substitute r in the Step 3: multiply r
polynomial with the first Step 3: multiply
expression P(x), or coefficient of x the r with the first
(2) use synthetic write the product coefficient of x the
division. below the 2nd write the product
coefficient of x then below the
add coefficient of x
then add
Step 4 Repeat step
3 Step 4 Repeat
step 3
Step 5.write the
quotient, Note that the Step 5.write the
exponent of q(x) is quotient, Note that
one less than the the exponent of
largest exponent in q(x) is one less
original equation than the largest
exponent in
original equation
I. Evaluating learning Give the remainder Determine the value of Solve. Answer the
 when P(x) is divided A so that The volume of a following:
by x-r. Use synthetic
rectangular solid is
division 1. If (x-1) is one of
1. P(x)= 3x100 - 2x75+3 A. x-1 is a factor of 2x3 (x3 + 3x2 + 2x – 5)
the factors of
a. x - 1 + x2 + 2Ax + 4 cubic cm, and its
b. x + 1 x3 + 4x2 – x - 4,
height is (x + 1) cm.
B. x+1 is a factor of x3 What are the other
2. P(x) = x5+3x3 - x+1
What is the area of its
a. x - 2 + x2 - 2Ax - 16 two factors?
b. x + 3 base?

2. What is the
value of m if (x+3)
is a factor of x3 +
mx2 + 2x - 3?

J. Additional activities A. Follow up A. Follow up Find the factors of A. Follow up

for application or Use the remainder polynomial
1 Determine whether Are (x-1) (x+2)
remediation theorem to find the
remainder when P(x) x-3 is a factor of 1) 24 x2 - 22 x - 35 (x+1) factors of
is divided by x – r a. 2x3 - 13X2 - 17X + 2) 2x3 + 3 x2 - 17 x -
12 30 x3 - 2x2 + 3x - 2
1. 3x4 + x - 1, (x+2) b. 3X3 - 14X2 + 3X – 18 3) x3 - 3 x2 - x + 3
2. x3 + 2x2 + x - 2, 4) x3 + 4 x2 - 7 x + 2 B. 1.What is
(x+1) 4) 18 x3 - 57 x2 - 85 x
B. What is Factor B. Determine the real + 100 polynomial
Theorem? roots of (x+1)(x-3)=0 equation?

2. How to find
 the roots of
polynomial
equations?

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?

GRADE 10 School Bonifacio National High School Grade Level 10

DAILY LESSON LOG Teacher CHRISTIAN M. DELIMA Learning MATHEMATIC
Area S
Teaching Dates and Quarter FIRST
Time

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
16. Content The learner demonstrates understanding of key concepts of polynomials and polynomial
Standards equations.
17. Performanc The learner is able to formulate and solve problems involving polynomials and polynomial
e Standards equations in different disciplines through appropriate and accurate representations.
18. Learning The learner illustrates The learner illustrates The learner proves The learner proves
Competencies polynomial polynomial equations. rational root theorem. rational root
equations. (M10AL- (M10AL-li-1) theorem.
li-1) (M10AL-li-2)
Objectives a. Determine the roots (M10AL-li-2)
a. Determine the a. Prove the Rational
 roots of polynomial of polynomial equation Roots Theorem
equation
b. Illustrate polynomial b. Apply the Rational a. State the rational
b. Illustrate equations Roots Theorem root theorem
polynomial equations
c. Appreciate the c. Develop patience in b. Find the rational
c. Appreciate the process of getting the proving rational roots roots of polynomial
process of getting the roots of polynomial theorem equation
roots of polynomial equation
c. Develop patience
equation
in finding the
rational roots of
polynomial
equations
Polynomial Polynomial Polynomial Polynomial
II. CONTENT equations equations equations equations
(Rational Root (Rational Root
Theorem) Theorem)

III. LEARNING
RESOURCES
Q. References
33. Teacher’s pp. 54 – 57 pp. 54 – 57 pp. 54 - 55 pp. 54 - 55
Guide
34. Learner’s pp. 82 – 86 pp. 82 – 86 pp. 87 - 90 pp. 87 - 90
Materials
35. Textbook Work Text in Work Text in
Advanced Algebra Advanced Algebra
Trigonoetry and Trigonoetry and
Statisticsby, Ferdinand Statisticsby,
Malapascua, pages Ferdinand
193-196 Malapascua, pages
 193-196
Advanced Algebra
with Trigonometry and Advanced Algebra
Statistics, Efren L. with Trigonometry
Valencia, pages 36-37 and Statistics,Efren
L. Valencia, pages
E-Math, Orlando A. 36-37
Orence, pages 115-
119 E-Math, Orlando A.
Orence, pages
115-119
36. Additional
Materials from
Learning
Resources (LR)
portal
R. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources DepEd Cavite DepEd Cavite DepEd Cavite DepEd Cavite
Mathematics 2016, Mathematics 2016, Mathematics 2016, Mathematics 2016,
Worksheets and Worksheets and Worksheets and Worksheets and
PowerPoint PowerPoint presentation PowerPoint PowerPoint
presentation presentation presentation

IV. PROCEDURES
A. Reviewing previous Identify which of Activity 1 Activity: True or False Activity:
lesson or presenting the the following are Determine the number of Say boom boom if the BE PRODUCTIVE
new lesson polynomials real root(s) of the statement is true and
following equation. panes if the statement Say that the
1. x + x - 3x +
3 2
1. x6 + x2 +11x3 – 6 = 0 is false product of a word
1 1. x4 + 2x3 - x2 + 14x – is the product of
2. 3x4 - 2x3 + 3x2 - 4x - 2 56 = 0 in factored the numbers
2. 2x + x – 2
-3
=0 form is (x2+7)(x-2) corresponding to
(x+4) = 0. the letters.
3. 3/x + 4x2 – 2 3. x5 - 32 = 0
2. x4 + 2x3 - 13x2 - 10x For example, the
4. x + 2x
3 1/2
+3 4. (x + 1)(x – 3) (2x + 5) = 0 in factored word ZERO has
=0 form is x (x - 5)(x value
5. 5x + 1)(x + 2) = 0 26*5*18*15=35,10
5. x2(x3 - 1) = 0 0. What is the
3. x3 - 4x2 + x + 6 = 0 product of the
6. (x3-8) (x7+1) = 0 in factored form is word RATIONAL
(x-1) (9x-2) (9x+3) =
7. x(x-3) (x-1)4 = 0 0

8. x3(x5 + 1) = 0

9. 6x(x-1)(x + 2)5 = 0

10. x(x - 3)5 (3x + 1) =

0

B. Establishing a Activity 1 Determine the real roots Fill in the blanks with Fill each blank to
purpose for the lesson Determine the real of each polynomial appropriate words, make a true
root(s) of each equations by inspection. numbers or symbols statement.
equation. Roots of multiplicity n are to complete the
counted n times solution. In 2x4- 1. In -x4 + 4x2 +
1. x – 2 = 0 1. (x - 2)(x + 1)2 (x - 1)3 11x3+11x2-11x-9=0, 4 = 0, the
=0 the leading coefficient leading
2. x + 3 = 0 2. x4(x5 - 1) = 0 is ______. Its factors coefficient is
3. 2x(x3 - 2)3 = 0 are _____and _____. _____, the
3. x(x – 4) = 0 4. x3 - 10x2 + 32x – 32 = The constant term is constant
0 _____ and its factors term is _____
4. (x + 1)(x – 3) = 0 5. x2 - 11x + 24 = 0 are _____,_____, and and the
_____. The possible possible
5. x2 + x – 2 = 0 rational roots of the rational roots
equations are are the
Guide Question: ______,______,______,___ quotients of
1. What do you __,_____,______ and _____ and
call the given _____. _____.
equations?
2. The possible
2. Describe the rational
roots of an zeros of x3 +
equation. 2x2 - 5x - 6
are ______,
3. In finding the _____, _____
roots of an equation and _____
with degree greater
than 1, what have
you noticed about
the number of
roots? Can you
recall a principle
that supports this?

4. Describe how to
solve for the roots of
an equation.

5. How many roots

does the equation
x2 + 2x + 1 = 0
have?
C. Presenting Some polynomial Is x= -1 a real root of the Find the zeros of
examples/Instances of equations are given equation? 12x4 + 8x3 - 7x2 - 2x
the new lesson below. Complete the Using synthetic division, +1=0
table and answer -1 1 6 11 6
the questions that Find the possible Solution:
follow. (If a root The remainder is _____. rational roots of the p: 1
occurs twice, count Therefore, _____ equation given below: Q: 1, 2, 3, 4,
it twice; if thrice, 5
count it three times, The 3rd line of the 2x3 + x4 − 7x2− 4x + p
and so on. The first synthetic division 12 = 0
q : ½, ½, , 
one is done for you) indicates that
x3+6x2+11x+6 Solution : ¼, ½
By Synthetic

Real roots of an equation

=_________ Given equation
X+1 2x3 + x4 − 7x 2 − 4x + Division:
Polynomial Equation

12 = 0
The expression on the
right, when equated to Arranging it in 12 8 -7 -2 1
zero is called a descending order, we 1
depressed equation of get 12 20 13 11
the given polynomial 12 20 13 11
degree

equation. The roots of x4 + 2x3 − 7x 2 − 4x + 12

depressed equations are 12 = 0
also roots of the given There is a
polynomial equation. The The numerator p of remainder of 12,
-1 (2 times) 5

so 1 is not a
(x + 1)2

roots of this depressed the rational roots

root of the
x (x – 5) = 0

polynomial equation would be the factors

are_____ and _____ of the constant term equation
Therefore, the roots of 12; i.e. ±1, ± 2, 12 8 -7 -2 1
the polynomial equation -1
1.

x3+6x2+11x+6=0 are ± 3, ± 4, ± 6, ± 12. -12 4 3 -

_____,_____ and _____. 1
Similarly, the 12 -4 -3 1 0
2.

denominator q of the
rational roots would The remainder is
be the factors of the 0, so -1 is one of
(x +
D. Discussing new Consider the Write TRUE if the Complete the table. For each equation
concepts and practicing following statement is true. Verify the given numbers List all possible
new skills # 1 polynomial Otherwise, modify the in the last column of the rational zeros
equations. At most underlined word(s) to table are rational roots of Use synthetic
the corresponding
how many real make it true. division to test the
polynomial equation
roots does each 1. The roots of a possible rational
have? polynomial zeros and find an
equation in x are actual zero

Polynomi

Equation
a. x20 – 1 = 0 the values of x that Use the possible
satisfy the zeros in b to find
b. x3 – 2x2 – 4x + 8 equation. all zeros of

al
=0 polynomial
2. Every polynomial equation

11x – 6
1. x3 +
6x2 +
c. 18 + 9x5 – 11x2 – equation of degree

=0
x23 + x34 = 0 n has n-1 real roots 1. x3 - 3x – 2 =
0
3. The equation 2x - 3

10x – 8
2. x3 –
6x2+x-1=0 has no 2. x4 - 13x2 + 36

=0
x2 –
rational root =0

4. The possible roots 3. 3x3 + 8x2 -

3. x3 +

60 = 0
of 3x5-x4+6x3- 15x +

23x –
2x2 –
2x2+8x-5=0 are 4=0

1
3/5,+3, and +5

4. 2x –

3x + 2
5. The only real root of

4x2 +
3x3 –
the equation
x3+6x2+10x+3=0

2
is 3

5. 3x –

4x – 12
16x3 +
21x2 +
4
Guide question:
1. Look at the roots of
each polynomial
equation in the table.
Are these roots in the
list of rational numbers
in Question 1?
2. Refer to Equations 1 –
3 in the table. The
leading coefficient of
each polynomial
equation is 1. What do
you observe about the
roots of each equation
in relation to the
corresponding constant
term?
E. Discussing new Find the roots of One of the roots of the For each given Think-pair-share
concepts and practicing the following polynomial equation is polynomial equation, Answer the
new skills # 2 polynomial given, find the other determine the following
equations by roots possible rational roots. Show that x4 - 2x3 -
applying the Zero- 1. x4 - 3x2 + 2 = 0, x = 3x2 + 2x + 2 = 0
Product Property. 1 1. 2x4 - 3x3 - 18x2 + 6x has two rational
1. (x + 3)(x – 2) + 28 = 0 zeros.
(x + 1)(x – 1) = 0 2. x4 - x3 - 7x2 + 13x – 6
= 0, x = 1 2. 2x4 + 7x3 - 4x2 - 27x Find the other
2. (x + 5)(x – 5) – 18 = 0 zeros of 6x4 + 19x3
(x + 5)(x – 1) = 0 3. x - 5x - 3x + 15x -
5 4 3 2
+ 14x2 - x- 2 if -1/2
4x + 20 = 0, x = 2 and 1/3 are its
3. (x + 4)2(x – 3)3 = zeros
0

4. x (x – 3)4(x + 6)2
=0

5. x2(x – 9) = 0

F. Developing mastery Determine the real Determine the real One of the rational root Show that 4x3 +
(leads to Formative root(s) of each root(s) of each equation. of the polynomial 8x2 + 5x + 1 = 0
Assessment 3) equation. 1. 2x4- equation is given find has zero -1/2 with
1. x2(x – 9)(2x + 1) 7x3+13x2+53x+21=0 the other roots multiplicity 2, 1/3
=0 is one of the zeros
1. 3x3 + 2x2 - 7x + 2,
2. (x-3)2 (x3+1) = 0 of 6x4 + x3 - 7x2 – x
x = -2
2. (x + 4)(x2 – x + + 1 = 0, find the
3)=0 2. 2x3 + 3x2 - x - 6, x other 3 zeros.
=2
3. 2x (x2 – 36) = 0

4. (x + 8)(x – 7)
(x2 – 2x + 5) = 0
 5. (3x + 1)2(x +
7)
(x – 2)4 = 0
G. Finding practical Find all real roots of Fill in the blanks with Say Hep hep if the Group Activity:
application of concepts the following appropriate words, statement is true and What do you call
and skills in daily living equations. Next, numbers or symbols to hooray if the the fear of
write each complete the solutions statement is false strangers?
polynomial on the Find the zeros of
left side of the Solve x3 + x2 - 12x – 12 = 1. The possible the following
equation in factored 0 and write the rational roots of polynomial
form. Show your polynomial in factored 3x3 - 2x2 + x - 5 equations. Write
complete solutions. form. are +1,-1,+5,- the letters
1. x3 – 10x2 + 5,+1/3,-1/3. corresponding to
32x – 32 = 0 Solutions: the zeros of the
The equation has at 2. -3 is the only equations in the
2. x – 6x +
3 2
most ______real roots. rational root of boxes below.
11x – 6 = 0 The leading coefficient is x5 - 4x4 - x3 +
______, and its factors are 17x2 + 6x – 9 = A. 3x3+5x2-16x-
3. x – 2x + 4x
3 2
_____ and______. The 0 12=0
–8=0 constant term is _____, B. 3x3-4x2-
and its factor are 12x+16=0
4. 3x3 – 19x2 + _____,_____,_____,______,__ E. 2x3-3x2-29x-
33x – 9 = 0 ____,______,______,______,_ 30=0
_____,______,______,______. H. 3x3-x2-38x-
5. x4 – 5x2 + 4 The possible roots of the 24=0
=0 equation are O. 2x3-3x2-
______,_____,_____,______,_ 8x+27=0
____,_____ and _____. N. 3x3+5x2-16x-
18=0
C. 2x3+3x2-
29x+30=0
I. 4x4-5x2+1=0
P. 4x4-
 45x2+81=0
O. 6x4+x3-7x2-
x+1=0
X.4x4-4x3-3x2+4x-
1=0

15 - 3
3- 121-
, , 3 ,
, 3, , , 3
- - , 3
- , - - - ,
12 2 ,
341212
, , , 3
, , , , , ,
½- - /
3- 141-
, 3 2 2
/ 2/ / / 2
½/ / 2/ 232/
2 3 , 3, , 3
- - -
3 1 1
/ / /
2 3 2
H. Making The roots of the The roots of the Rational Root The Rational Zero
generalizations and polynomial polynomial equations can Theorem- Let an-1xn-1+ s Theorem.
abstractions about the equations can be be determined by using an-2xn-2 +….+a1x + a0 The Rational Zero
lesson determined by a. Fundamental theorem = 0 be a polynomial s Theorem states:
using of algebra equation of degree n. If P(x) is a
A. Fundamental b. Zero-product property if p/q, in lowest terms, polynomial with
theorem of c. Synthetic Division is a rational root of the integer coefficients
algebra d. Depressed Equation equation, then p is a and if is a zero of
e. Other factoring factor of a0 and q is a P(x) ( P( ) = 0 ),
 techniques factor of an. then p is a factor
B. Zero-product
of the constant
property
term of P(x) and q
is a factor of the
C. Other factoring
leading coefficient
techniques
of P(x) .
I. Evaluating learning Set up a Deepen your skills by Find the rational roots Answer the
polynomial discussing the solution to of the following following:
equation that each polynomial polynomial equations.
models each equation with your 1. When can
problem below. seatmates 1. 6x - 7x - 21x – 10
3 2
you use the
Then solve the =0 rational zero
equation, and 1. x3 - 2x2 – x + 2 = 0 theorem to
state the answer to 2. X3 + 9x2 + 23x + 15 = 2. 5x3 - 11x2 + 7x – 1 = determine
each problem. 0 0 the possible
1. One dimension of rational
a cube is increased zeros of a
by 1 inch to form a polynomial
rectangular block. equations?
Suppose that the
volume of the new 2. Describe the
block is 150 cubic possible
inches. Find the rational
length of an edge of zeros when
the original cube. the leading
2.The dimensions of coefficient of
a rectangular metal a polynomial
box are 3 cm, 5 cm, equation is
and 8 cm. If the one.
first two dimensions
are increased by
the same number
of centimeters,
while the third
 dimension remains
the same, the new
volume is 34 cm3
more than the
original volume.
What is the new
dimension of the
enlarged
rectangular metal
box?

J. Additional activities One of the roots of A. Find the real roots of A. Follow up A. Follow up
for application or the polynomial the following equations 1. Find all rational Find all the
remediation equation is given. zeroes of each rational zeros of
Find the other a) x3 + 6x2 + 11x + 6 = polynomial 4x4 + 3x2 – 1 = 0?
roots. 0 equation.
1. – 2x4 + 13x3 – b) (X4-1)(x4+1) = 0 Indicate the B. What is a
21x2 + 2x + 8 = 0; multiplicity of polynomial
x= -1/2 B.1. Give a polynomial each zero. function?
equation with integer
2. x4 – 3x2 + 2 = 0; coefficient that has the A. x2(x-3)2(x+4)2 =
x=1 following root 0
a) 1. -1,3,-6
3. x4 – x3 – 7x2 + b) 2,3,3/5 B. (4x-3) (9x2-16)2
13x (2x2+x-3) = 0
– 6 = 0; x= 1 2. What is Rational Root
Theorem
4. x5 – 5x4 – 3x3 +
15x2 – 4x + 20 = 0;
x= 2

5. 2x4 – 17x3 +
13x2 + 53x + 21 =
0; x= –1
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?
 GRADE 10 School Bonifacio National High School Grade Level 10
DAILY LESSON LOG Teacher CHRISTIAN M. DELIMA Learning MATHEMATIC
Area S
Teaching Dates and Quarter FIRST
Time

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
19. Content The learner demonstrates understanding of key concepts of sequences, polynomials and
Standards polynomial equations.
20. Performanc The learner is able to formulate and solve problems involving sequences, polynomials and
e Standards polynomial equations in different disciplines through appropriate and accurate
representations.
21. Learning The learner solves The learner solves The learner solves The learner solves
Competencies polynomial polynomial equations. problems involving problems involving
equations. (M10AL-Ij-1) polynomials and polynomials and
(M10AL-Ij-1) polynomial equations. polynomial
(M10AL-Ij-2) equations.
(M10AL-Ij-2)
Objectives a. solve polynomial
a. solve polynomial equations
equations b. develop patience on
b. develop patience on how to solve exercises in
how to solve exercises polynomial equations.
in polynomial equations.
 a. translate verbal
a. translateinto
sentences verbal
sentences into
polynomial equations
polynomial
b. solve problems
equations
b. solve problems
involving polynomial
equations
involving
polynomial
c. appreciateequations
the use
c. appreciate
of polynomialsthein use of
polynomials
solving wordin problems.
solving
word problems.

Polynomial Polynomial Problems Involving Problems

II. CONTENT Equations Equations Polynomial and Involving
Polynomial Polynomial and
Equations Polynomial
Equations
III. LEARNING
RESOURCES
S. References
37. Teacher’s pp. 68 - 69 pp. 68 - 69 pp. 69 - 74 pp. 69 - 74
Guide
38. Learner’s pp. 89 - 93 pp. 89 - 93 pp. 94 - 95 pp. 94 - 95
Materials
39. Textbook Basic Probability and Basic Probability
Statistics, pp. 120-121 and Statistics, pp.
Elementary Statistics: 120-121
A Step by Step Elementary
Approach, pp. 221- Statistics: A Step
223 by Step Approach,
pp. 221-223
40. Additional
 Materials from
Learning
Resources (LR)
portal
T. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources DepEd Cavite DepEd Cavite DepEd Cavite DepEd Cavite
Mathematics 2016, Mathematics 2016, Mathematics 2016, Mathematics 2016,
Worksheets and Worksheets and Worksheets and Worksheets and
PowerPoint PowerPoint PowerPoint PowerPoint
presentation presentation presentation presentation

IV. PROCEDURES
A. Reviewing previous By inspection, Write TRUE if the Write a polynomial Write a polynomial
lesson or presenting the determine the statement is true. expression or expression or
new lesson number of real roots Otherwise, modify the equation for each of equation for each
of each polynomial underlined word(s) to the following using x of the following

roots of multiplicity 𝒏
equation. Note that make it true. as the variable using x as the

are counted 𝒏
1. The roots of a 1. five times a number variable
polynomial equation in decreased by four. 1. The area of a

1. ( 𝑥+2 )(𝑥−3)
number of times. x are the vales of x that rectangle with
satisfy the equation. 2. the sum of a length 2 inches
(𝑥+1) (𝑥−6) = 0 number and its more than the

2. 𝑥 (𝑥−2 ) (𝑥+3 ) =
2. Every polynomial square. width is 32 square
2 equation of degree n inches.
0 has n – 1 real roots. 3. a number
decreased by three.
3. 𝑥 (𝑥 + 8) = 0
2. The sum of
3 3 3. The equation 2x 3 – three consecutive
6x 2 + x -1 = 0 has no 4. the difference even integers is
4. (𝑥 − 1) (𝑥
3 2
+ 1) rational root. between six times a 60.
=0 number and ten.
4. The possible roots of 3. The volume of a
5. 5𝑥 (𝑥 − 8) = 0
3 2 3x5 – x 4 + 6x 3 – 2x 2 + 5. The quotient of nine rectangular box
3 times a number and with length 3
8x - 5 = 0 are± , ±3∧± 5
5 seven is equal to eight inches more than
 .
the width, and
more than the width 1 inch more
5. The only rational root
number. than the height is
of the equation x 3 + 6x
220 square inches.
2
+ 10x + 3 = 0 is 3
B. Establishing a a. How are polynomial a. How are
purpose for the lesson When do we say that Were you able to find equations related to polynomial
a real number, say r, the number of roots of other fields of study? equation used in
is a root of a given polynomial equations solving real-life
polynomial equation by inspection? b. How are these problems and in
in x? used in solving real- decision making?
life problems and in
decision making? b. What are the
steps in solving
word problem?
C. Presenting In solving polynomial In solving polynomial Solving problems can Problem solving
examples/Instances of equation, we are equation, we are be fun, but we don’t skills is a process,
the new lesson looking for the looking for the value(s) know where to begin, and consists of
value(s) of the of the variable that will it can be very several steps
variable that will make the Roots of the frustrating. Problem which are applied
make the Roots of Equation. solving skills can be sequentially.
the Equation. improved greatly with A. Understand the
Illustrative example: consistent practice. Problem
Illustrative example: If a polynomial Problem solving Read the problem.
If a polynomial equation is expressed skills is a process, and What are the given
equation is expressed in factored form, the consists of several facts?
in factored form, the roots are easily steps which are
roots are easily determined, and it is applied sequentially. B. Plan Your
determined, and it is much easier to solve. Approach
much easier to solve. 1. Let’s have A. Understand the Choose a strategy
1. Let’s have x ( x – 3 ) 4 (x + 6 ) 2 = Problem
x ( x2 – 4 ) (x + 3) = 0 Read the problem. C. Complete the
0 What are the given Work
Solution: facts? Apply the strategy.
Solution: x ( x – 3 ) 4 (x + 6 ) 2 = Use the algebra
x ( x2 – 4 ) (x + 3) = 0 0 B. Plan Your Approach you know to apply
Equate each of the Equate each of the Choose a strategy the strategy to
factor to zero, and factor to zero, and then solve the problem
then solve for x, that solve for x, that is C. Complete the Work
is x =0 x–3 =0 Apply the strategy. D. Interpret the
x =0 x2–4 x =3 Use the algebra you Results
=0 x+3 = the root is multiplicity know to apply the State your answer
0 x =4
2
of 4 strategy to solve the then check. Does
x = -3 x = x+6= 0 problem your answer make
√4 x = 6 sense? Does it
x = the root is multiplicityD. Interpret the satisfy the
±2 of 2 Results conditions of the
State your answer problem?
Therefore the roots of Therefore the roots of then check. Does your
the polynomial the polynomial answer make sense? Illustrative
equation equation Does it satisfy the Example:
x ( x2 – 4 )(x + 3) = 0 x ( x – 3)4 (x + 6 ) 2 = 0 conditions of the
are 0, 2, -2 and -3 are 0, 3 multiplicity of 4 problem? 1. The dimension
The difficulty of and 6 multiplicity of 2 of a rectangular
finding the roots of llustrative Example: metal box is 3 cm,
polynomial increases The difficulty of finding 5 cm and 8 cm. If
when the polynomial the roots of polynomial In the TLE Class at the first two
is not expressed in increases when the Trece Martires City dimensions are
factored form. polynomial is not National High School, increased by the
expressed in factored the boys of G10 – same number of
2. Let’s solve the form. Aguinaldo was asked centimetres, while
equation to build a huge the third
6x - 19x - 22x
4 3 2
2. Let’s solve the wooden rectangular dimension remains
+7x + 4 = 0 equation x 3 - 10 x 2 + container with a the same, the new
32x - 32 = 0 volume of 60𝑚3.The volume is 34 cm 3
Solution: width of the more than the
This is 4 degree
th
Solution: rectangular container original volume.
polynomial, then it This is 3 rd degree is 2 m less than the What is the new
has at most 4 real polynomial, then it has length and the height dimension of the
roots. The leading at most 3 real roots. is 1 m less than the enlarged
coefficient is 6, thus The leading coefficient length. Find the rectangular metal
its factors are 1, 2, is 1, thus its factors is dimensions of the box?
3 and 6 The constant 1. The constant term is container.
term is 4 and its 32 and its factors are 1, Solution:
factors are 1, 2 and 2, 4, 8, 16 and 32 Assign variables to
4 represent the
By the rational root unknown
By the rational root theorem, the possible Let x = the
theorem, the possible roots are amount of
roots are ± 1 ,± 2 ,± 4 , ±8 ,± 16 ,∧± 32 increment
1 1 1 2 4 x + 3 = height
± 1 ,± , ± ,± , ± 2 ,± , ± ,∧± 4
2 3 6 3 3By synthetic division: of the new box
By synthetic division: Trial 1: x = 2 Solution:
x + 5 = width
Trial 1: x = 1 2˩ 1 -10 32 - of the new box
 Understand the
32
Problem
1˩ 6 -19 -22 7 4 (length) (width)
After reading and
2 -16 ( height) =
understanding the
6 -13 -35 - 32 volume
problem, sometimes it
28 8( x + 5 ) ( x + 3 )
is much easier to
6 -13 -35 -28 - 1 -8 16 =
understand if we draw
24 0 3 ( 5) ( 8 ) + 34
a diagram.
Thus, x = 1 is not a Thus, x = 2 is one of 8 ( x 2 + 8x + 15 )
 Plan Your Approach
root. the roots, and x 2 - 8x =
Choose a strategy.
Trial 2: x = - 1 + 16 = 0 the first 154
The strategy to use is
depressed
to translate the facts
-1˩ 6 -19 -22 7 equation. 8x 2
+ 64x + 120
in the problem into an
4 =
equation. Then solve
-6 2 -3 Solving the quadratic 154
to find the answer.
4 equation 8x 2
+ 64x – 34 =
6 -25 3 4 x 2 - 8x + 16 = 0 0
Assign variables to
0 (x - 4 ) ( x - 4 ) = 0 4x 2
+ 32x – 17 =
 x–4=0 x-4=0 represent the 0
Thus, x = -1 is one of x=4 x =4 unknown Complete the work
the roots, and 6x3 – Let x represent the Solve the equation
25x2 + 3x + 4 = 0 Therefore the roots of length, then x -2 will
the first depressed x 3 - 10 x 2 + 32x - 32 be the width and x-1 4 x 2 + 32x – 17 =
equation. = 0 are 2 and 4 the height ( 2x –1)( 2x + 17)
multiplicity of 2 (length)(width) =0
Trial 3: x = 4 ( height) x=½ x = - 17/
4˩ 6 -25 3 = volume 2
4 x ( x – 2 ) ( x – 1) =
60 Since the
24 -4 x 3 – 3x 2 + 2x = 60 dimension cannot
-4 x 3 – 3x 2 + 2x - 60 = be negative, take x
6 -1 -1 0 = ½ as the amount
0 Complete the work of increment.
Since the remainder Solve the equation Interpret the
is equal to zero, then x 3 – 3x 2 + 2x - 60 = Results
x = 4 is also one of 0
the root, and 6x 2 - If x = 2 The rectangular
x - 1 = 0 is the metal box is 3.5
second depressed 2˩ 1 -3 2 - cm long, 5.5 cm
equation. 60 wide and 8 cm
Solving the quadratic 2 -2 high.
equation 0
6x 2 - x - 1 = 0 1 -1 0 -
(3x + 1 ) ( 2x - 1 ) 60
=0 X = 2 is not a solution
3x + 1 = 0 2x - 1
=0 Try x = 5
3x = - 1 2x = 5˩ 1 -3 2
1 -60
x = - 1/3 x = 2 -2
½ 0
1 -1 0 -
 60
X = 5 is one of the
solution

Then using the

depressed equation
and quadratic
formula:

x 2
+ 2x +12 = 0
−b ± √ b 2−4 ac
x=
2a

−2± √ 22−4 ( 1 ) (2)

Therefore the roots of x=
2(1)
6x 4 – 19x 3 - 22x 2 +
−2± √ −44
7x + 4 = 0 are 1, 4, x=
2
-1/3 and 1/2
Reject the solutions,
since they are not real
numbers
Therefore,
x =5
x–2=3
x–1=4
Interpret the Results
The container is 5m
long, 3 m wide and
4m high.
Is the volume of the
container 60m 3?
5 x 3 x 4 = 60
60 = 60
D. Discussing new 1. Solve the equation 1. Solve the equation x Find four rational Solve completely:
concepts and practicing x 3 + 6x 2 + 11x + 6 3
+ x 2 - 12x - 12 = 0 numbers such that the The diagonal of a
new skills # 1 =0 Solution: product of the first, rectangle is 8m
Solution: The equation has at third and fourth longer than its
most _____ real roots. numbers is 54. Also the shorter side. If the
The equation has at The leading coefficient second number is 2 area of the
most _____ real roots. is _____, and its factors less than the first rectangle is 60
The leading are _____ and _____. The number, the third is 5 square meter, find
coefficient is _____, constant term is _____, less than the second, its dimensions.
and its factors are and its factors are and the fourth is 3 less
than the third.
_____ and _____. The _____,_____,_____,_____,_
Solution:
constant term is ____,_____,_____,_____,__
_____, and its factors ___,_____,_____ and
Understand the
are _____. The possible Problem:
_____,_____,_____,_____ roots of the equation You are asked to find
,_____,_____,_____,____ are _____, _______ rational
_,_____,_____,_____ _____,_____,_____._____ numbers that satisfies
and _____. The and _____. the given conditions.
possible roots of the To test if 1 is a root of
equation are _____, the given equation, use Plan Your Approach
_____,_____,_____._____ synthetic division Let x represent the first
and _____. number.
1˩ 1 1 -12 - Then ______ represent
To test if 1 is a root 12 the second number.
of the given (The second is 2 less
equation, use ______________ than the first.)
synthetic division _____________ represent
1˩ 1 6 11 6 the third number. (The
Since the remainder is third is five less than
_____________ _____, therefore 1 is the second.)
_____ of the equation. _____________ represent
Since the remainder the fourth number.
is _____, therefore 1 is Test if -1 is a root of the (The fourth is three less
than the third.)
_____ of the equation. equation.
The product of the first,
Test if -1 is a root of -1 ˩ 1 1 -12
the equation. -12 third and fourth
number is 54.
-1 ˩ 1 6 11 _______________ Therefore, the equation
6 will be:
Since the remainder is _______________________
______________ _____, therefore -1 is ____________
_____ of the equation.
Since the remainder This implies that
is _____, therefore -1 Complete the work:
is _____ of the x 3 + x 2 -12x -12 = x 2 Using Synthetic
Division, test if 1 is a
equation. This implies - 12
solution:
that x+1
1˩ ____ ____ _____
x3 + 6x 2 +11x +6 We can obtain the ____
x+1 other roots of x 3 + x 2 -
= x2 + 5x + 6 12x - 12 = 0 by solving
for the roots of x 2 - 12 ___________________
We can obtain the = 0 by factoring or by
other roots of using the quadratic To see if there are
x 3 + 6x 2 + 11x + 6 formula. other rational
= 0 by solving for the If the roots are _____ solutions, use the
roots of x 2 + 5x + 6 and _____. quadratic formula to
= 0 by factoring or by To check, simply solve the depressed
using the quadratic substitute each of equation.
formula. these values to the
If the roots are _____ given equation. Interpret the Results:
and _____. Therefore the real roots The numbers are
To check, simply of the polynomial _____, ______, _____,
substitute each of equation _____.
these values to the x 3 + x 2 - 12x - 12 = 0 Is the product of the
given equation. are _____, _____ and first, third and fourth
Therefore the real _____. The factored numbers 54?
roots of the form of the polynomial
polynomial equation x 2 + x 2 – 12x - 12 is
 x 3 + 6x 2 + 11x + 6
_______.
= 0 is _____.
E. Discussing new In an art class, the
Solve:
concepts and practicing Find the roots of each students are ask to
( 2x –1) (x +3 )( x- 2) Solve :
new skills # 2 polynomial equation make and design an
=0 The area of a
x 4 - 5x 2 + 4 = 0 open box with a
triangle is 44m2.
volume of 64𝑐𝑚3 by
1. Is there a Find the lengths of
1. Is there a cutting a square of the
relationship between the legs if one of
relationship between same size from each
the number of roots the legs is 3m
the number of roots corner of a square
and the degree of a longer than the
𝑐𝑚 on a side and
and the degree of a piece of card board 12
polynomial equation? other leg.
polynomial equation?
2. What are the a. How do you
2. What are the folding up the edges.
different theorems or solve a problem?
different theorems or What is the length of a
strategies we can use b. Do you follow a
strategies we can use side of the square that
to solve polynomial step by step
to solve polynomial is cut from each
equations? procedure?
equations? corner

Solve
1. How do you solve a
problem? Do you
follow a step by step
procedure?
2. Can we use
polynomial equations
in solving word
problems?

F. Developing mastery Solve the polynomial Find the roots of each Solve completely: Solve the problem.
(leads to Formative equation polynomial equation. One dimension of 1. Packaging is one
Assessment 3) cube is increased by 1 of the important
1. x 4 - x 3 –11x 2
+ 9x 1. x 3
- 6x 2
+ 11x – 6 inch to form a features in
+18 = 0 =0 rectangular block. producing quality
2. x 4
+ 5x 3
+ 5x 2
– 2. ( x 3
- 8)(x+3) 2
Suppose the volume products. A box
6 =0 of the new block is designer needs to
=0 150 cubic inches, find produce a package
the length of an edge for a product in the
of the original cube? shape of a pyramid
with a square base
having a total
volume of 200
cubic inches. The
height of the
package must be 4
inches less than
the length of the
base. Find the
dimensions of the
product.
Solution:
Let ________ = area
of the base
________=
height of the
pyramid
If the volume of
the pyramid is V =
1/3 (base) (height),
Then, the equation
that will lead to the
solution is 36 =
______
The possible roots
of the equation are
: ______
Using synthetic
division the roots
 are: ________
Therefore the
length of the base
of the package is
_____ and
its height is ______

2. One side of a
rectangle is 3 cm
shorter than the
other side. If we
increase the length
of each side by 1
cm, then the area
of the rectangle
will increase by 18
cm2. Find the
lengths of all sides
G. Finding practical THINK-PAIR-SHARE THINK-PAIR-SHARE Solve completely: Solve the problem
application of concepts 1. A tree is
and skills in daily living Find the roots of each Find the roots of each 1. Find four supported by a
polynomial equation. polynomial equation. consecutive even wire anchored in
1. x 3 + 2x 2 – 25x – 1. 3x 3 - 19x 2 + 33x –9 numbers such that the the ground 5 feet
50 =0 product of the first, from its base. The
=0 2. x 3 – 2x 2 + 4x - 8 = third and fourth is wire is 1 foot
2. x 4 – 6x 3 – 9x 2 + 0 2240. longer than the
14x height that it
=0 reaches on the
tree. Find the
length of the wire.
2. The sum of a
number and its
square is 72. Find
the number.
H. Making A root of a A root of a polynomial Problem solving skills Problem solving
generalizations and polynomial equation equation is a value of is a process, and skills is a process,
abstractions about the is a value of the the variable which consists of several and consists of
lesson variable which makes makes the polynomial steps which are several steps
the polynomial equal equal to zero. applied sequentially. which are applied
to zero. In solving polynomial A. Understand the sequentially.
In solving polynomial equations, we may use: Problem A. Understand the
equations, we may a. Zero Product Problem
use: Property Read the problem. Read the
a. Zero Product b. Synthetic division What are the given problem.
Property c. The Remainder facts? What are the
b. Synthetic division Theorem B. Plan Your Approach given
c. The Remainder d. The Factor Theorem Choose a strategy facts?
Theorem e. The Rational Root C. Complete the Work B. Plan Your
d. The Factor Theorem Approach
Theorem Apply the strategy. Choose a
e. The Rational Root Use the algebra you strategy
Theorem know to apply the C. Complete the
strategy to solve the Work
problem Apply the
D. Interpret the strategy. Use the
Results algebra you know
to apply the
State your answer strategy to solve
 the problem
then check. Does your
D. Interpret the
answer make sense?
Results
Does it satisfy the
State your answer
conditions of the
then check. Does
problem?
your answer make
sense? Does it
satisfy the
conditions of the
problem?
I. Evaluating learning Solve each One of the roots of the Solve completely: 1. The length of a
polynomial equation, polynomial equation is The Yes - O club of rectangle is 1 m
Show your complete given. Find the other TMCNHS launches a less than twice the
solution. roots. recycling campaign. In width. If the area is
1. x 3 – 2x 2 – 4x + 8 1. – 2x 4 + 13x 3 – 21 x 2
support of the 55 m2, find the
=0 +2x+8=0 program, the G 10 – perimeter
2. x 2 ( x 3 – 1 ) ( x – x1= -½ Newton collected all 2. The sum of two
4) = 0 their waste papers numbers is 27 and
2. x 4
– 3x 2
+2=0 and constructed two their product is 50.
x 1 =1 boxes, a cube and a Find the numbers.
rectangular box. The 3. The length of a
volume of the cube is rectangle is 5 cm
7𝑐𝑚3 more than twice more than its
the volume of the width and the area
rectangular box. The is 50cm2. Find the
length of the box is length, width and
2cm greater than the the perimeter.
length of an edge of
the cube, its width is 2
cm less than the
length of an edge of
the cube, and its
height is 1 cm less
than the length of an
 edge of the cube. Find
the dimensions of the
cube and the box.

J. Additional activities 1. Follow-up: 1. Follow-up: 1. Follow Up: The

for application or 1. Follow-up: Solve the polynomial One dimension of a product of two
remediation Solve the polynomial equation. cube is increased by1 numbers is 20. The
equation. a. x 4 – x 3 – 7x 2 + 13x - inch to form a sum of squares is
a. x 5 – 7x 3 – 2x 2 6 rectangular block. 41. Find the
+12x =0 Suppose that the numbers
+8=0 2. Study volume of the new 2. Study:
LM pages 94-95, block is 150 cubic Polynomial
Applying polynomial inches . Find the Functions, Grade
equations in real life length of an edge of 10 Mathematics
situations the original cube. LM,
page 99, 106-107
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?